Department of Psychology Doctorate in Clinical Psychology (D.Psych.Sc.)
Course Handbook Version 1.7 September 2006
CONTENTS:
SECTION-PAGE
1. INTRODUCTION Preface & Acknowledgements NUI, Galway Department of Psychology Aims & Objectives and Department of Psychology Staff Brief Biography & Research Interests of Psychology Staff Course Team and Philosophy & Orientation of the course Selection Process and Programme Board
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2. COURSE OVERVIEW Overview of DPsychSc Clinical Psychology Programme Examination of the DPsychSc (Overview) Overview of Programme Structure
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3. GENERAL INFORMATION FOR TRAINEES Orientation Checklist for Trainees Library Familiarisation Personal Security Guidelines Personal Support Confidentiality
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4. ACADEMIC PROGRAMME Overview of Academic Coursework Programme Modules Module: Child, Adolescent and Family Clinical Psychology Module: Adult Clinical Psychology Module: Learning Disability Module: Clinical Psychology of Older Adults Module: Clinical Neuropsychology Module: Clinical Health Psychology Module: Clinical Forensic Psychology Module: Research, Statistics and Computing Module: Advanced Topics
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5. CLINICAL PLACEMENTS Clinical Placements Placement Plan Recommended Core Experience in Child and Adolescent Psych. Recommended Core Experience in Adult Mental Health Recommended Core Experience in Learning Disability Recommended Experience in Older Adults Recommended Experience in Advanced Placements Competence on Psychometric Tests Competence on Psychometric Tests: Adult Mental Health Competence on Psychometric Tests: Child, Adolescent and Family Psych. Training Co-ordinator Role Mid-Placement Reviews End of Placement Review
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6. CLINICAL PLACEMENT FORMS NUI, Galway DPsychSc Placement Contract Trainee’s Mid-Placement Review Form Supervisor’s Mid-Placement Review Form Training Co-ordinator’s Mid-Placement Review Checklist Evaluation of Clinical Competence Form (ECC) Trainee’s Evaluation of Placement Form (EPF) How to Use the Log Books Placement Log Book Placement Goals
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7. ASSESSMENT PROCESS Doctor of Psychological Science Assessment Procedures Marks & Standards Guidelines for Assessment of Reports of Clinical Activity Guidelines for Assessment of Essays Guidelines for Assessment of Thesis
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8. INFORMATION FOR SUPERVISORS Guidelines on Clinical Supervision BPS Membership & Qualifications Board – Guidelines on Supervision
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9. RESEARCH PROGRAMME Procedures for Preparation and Approval of Thesis Proposal Thesis Suggested Sequence & Time Directions on Formal, Lay-out and Presentation of D.Psych.Sc Thesis Guidelines for Preparation of Journal Article
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10. GUIDELINES FOR SUBMITTED WORK Guidelines for preparing an essay Detailed guidelines for Writing a Report of Clinical Activity Seeking Advice on Reports of Clinical Activity and the Status of Advice Guidelines for ensuring Confidentiality in Reports of Clinical Activity, Small And Large Scale Research Projects Guidelines for preparing a Small Scale Research Project Guidelines for Case Presentations by Trainees Guidelines for Group Presentations by Trainees Guidelines for preparing a Relaxation Tape and Submission of Assignments 11. MISCELLANEOUS Comments and Corrections Sheet Assignment Extension Request Form Leave Application Form (for Academic Block) Thesis Submission Form Assignment Feedback Form Contact Form National Hospitals Office (NHO) Groups Primary, Community & Continuing Care (PCCC) Local Health Managers
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COURSE HANDBOOK
SECTION 1
INTRODUCTION
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INTRODUCTION We would like to acknowledge those authors who kindly granted us permission to incorporate material from the following sources: Clinical Psychology Programme Handbooks - University of Wales (Bangor), University of Edinburgh, University of Leeds, UCD, TCD and QUB Course Handbook - M Psych Sc (Health Psychology) – NUI Galway This version of the NUI Galway Clinical Psychology Programme Course Handbook is also available in CD ROM format on request. A full electronic version of the Handbook in Microsoft Word format is available in on the NUI Galway intranet Q drive (see below for pathway). The handbook is also available online at the Department of Psychology website in Adobe Acrobat (PDF) format (see below for exact URL details). Placement forms are provided here in Microsoft Word format to allow trainees and supervisors to access course documentation from any location equipped with internet access. If you have noticed any inaccuracies and or omissions, or if you have any suggestions to improve the handbook, please fill out the correction slip (Section 11) and return to any member of the course team. We value your feedback. We hope that you find the NUI Galway - Clinical Psychology Course Handbook helpful.
Dr Brian McGuire
Dr Meena O’Neill
Dr John Bogue
Ms Alma Greally
Clinical Psychology Course Team September 2006
Version 1.7
Intranet Q drive:
Q:\Psychology\_DPsychSc(Clinical)\Handbook\Current Handbook
WebPages:
www.nuigalway.ie/psy/d_clin_psych.htm
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Department of Psychology Founded in 1971, the Department of Psychology at NUI, Galway provides an accredited honours B.A. programme in psychology. In addition, the Department offers a programme in Psychological Studies, where Psychology may be taken in combination with another Arts subject to honours degree level. The Department also provides teaching input to the Faculties of Arts, Medicine and Health Sciences, Engineering and the Information Technology Centre. Supervision and facilities are provided for postgraduate students registered for the research degrees of MA, MLitt and PhD.
Location and Research Facilities The main Department of Psychology is located in St. Anthony’s College on the north campus. Further departmental offices, seminar rooms and laboratories are located in temporary accommodation at Cois Abhann on the main campus. The DPsychSc (Clinical) professional training programme is located off campus in Galway city at Woodquay. The Department of Psychology is well resourced with modern psychological laboratories and advanced technical equipment. Of particular relevance to the DPsychSc course are the video studio (e.g. counselling and therapy skills training) and the Test Reference Library. The Test Reference Library is located in Cois Abhann. A catalogue of the contents of the library can be viewed online by accessing the Q drive on the University network. The Woodquay site has three large air-conditioned teaching rooms equipped with a full range of AV equipment and dedicated laptops. Trainees have access to a photocopier and a well equipped kitchen. Parking is restricted in the area and visitors are advised to park in the nearby Dyke Road car park where a very favourable daily parking rate of €3.50 available. On street pay and display parking costs €3.60 for a two hour period. Parking information and advice in Galway is available at: http://tinyurl.com/pltwg Students will be registered with Computer Services, which entitles them to use the computer systems and services in the University. These systems comprise the University’s various file servers which are linked to the PC clusters scattered at various locations on the campus. Clinical Psychology trainees have their own PC suite at the Woodquay site. The suite consists of 13 networked Fujitsu-Siemens PCs running Windows XP and a variety of commonly used software applications including Word, Access, Excel, PowerPoint, EndNote and SPSS. The PCs offer full access to the internet, library catalogue, electronic databases and journals via laser datalink to the main campus network. A high capacity HP 4200n LaserJet printer is provided for the exclusive use of the DPsychSc trainees. Further networked PCs are provided at various sites on the NUI Galway campus. Further information detailing computing facilities available on and off campus are available from Computer Services: www.nuigalway.ie/cse Section 1 - 2 -
Aims and Objectives of Department of Psychology 1. To achieve excellence in the teaching of undergraduate and postgraduate courses in psychology. The Department aims to deliver programmes of learning that meet the highest academic standards, satisfy the requirements of relevant professional bodies, are well-received by students, are attractive to prospective students and are relevant to the needs of the community. 2.
To achieve excellence in research and scholarship, including postgraduate research. Staff and students of the Department of Psychology participate actively in research with the aim of making original and significant contributions to the science of psychology and of contributing to the well-being of individuals and groups in the community.
3. To participate in community service activities. The Department is committed to working collaboratively with individuals and groups to facilitate the employment of psychological knowledge and practice for the maximum benefit of the community, especially in the region in which the University is located.
Department of Psychology Staff ACADEMIC STAFF Head of Department
Professor Jack James BSc (Hons), MPsych, PhD
Professor & Personal Chair
Professor Ruth Curtis BA, MA, HDipEd, PhD, APsSI, AFBPsS, CPsychol
Senior Lecturer
Dr Mark Elliott BA (Hons), MSc, PhD
Lecturer (Above the Bar)
Dr John Bogue BA (Hons), MSc, DClinPsy, AFBPsS, C.Psychol, AFPSsI, RegPsychol (PsSI) Dr AnnMarie Groarke BA, MA, HDipEd, PhD, AFPsSI Dr Brian Hughes BA, PhD, Reg Psychol (PsSI), AFPsSI Ms Anne Marie Keane BA, MLitt Dr Brian McGuire BA, MClinPsych, DipCrim, DipHealthSc, PhD, AFPSsI, AFBPsS, Reg.Psychol, C.Psychol Dr Todd Morrison BSc, MSc, PhD Dr Meena O’Neill BSc, MA, PhD, AFPSsI, AFBPsS Reg.Psychol, C.Psychol Dr Jane Walsh BA, Dip.HRMgt, PhD
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Lecturer (Below the Bar)
Professor Emeritus
Dr Molly Byrne BA, MPsychSc, PhD Dr Caroline Heary BA, MPsychSc, PhD Dr Michael Hogan BA, PhD Dr Geraldine Leader BA, PhD Dr Padraig MacNeela BA, PhD Dr Ian Stewart BA, HDipPsych, PhD
Professor Martin McHugh BA, BA (Psych), CPsychol, Reg Psychol (PsSI), AFBPsS, FPsSI
TECHNICAL AND SECRETARIAL STAFF Senior Technicians
Mr Declan Coogan BA, DipSysAn Mr John Dring BA, MA
Departmental Secretaries
Ms Alma Greally (Clinical Programme) Ms Claudia Jennings Ms Miriam Caplice
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Brief Biographies of Department of Psychology Academic Staff Professor Jack James graduated from the University of New South Wales with First Class Honours in the BSc (Applied Psychology) degree, after which he completed a Masters degree in clinical psychology at the same University. He subsequently attended the University of Western Australia, where he completed a PhD on the clinical management of chronic stuttering. He worked in clinical and community settings as a clinical psychologist before pursuing an academic career. Over time, his teaching and research activities broadened to include health psychology and behavioural medicine. In 1991, he was appointed Foundation Professor of Behavioural Health Sciences at La Trobe University, Melbourne. Subsequently, he was elected to the position of Founding National Chair of the College of Health Psychologists (a College of the Australian Psychological Society). He moved to Ireland in 1998 to take up the position of Professor and Head of Department at NUI, Galway.
Professor Ruth Curtis is a graduate of University College Cork and University College Galway (now NUI, Galway). She carried out research in educational and clinical topics at National University of Ireland, Galway and was awarded MA and PhD degrees by The National University of Ireland. She held a Visiting Scholar appointment in Health Psychology at the University of California, Riverside. She was the first Director of the MPsychSc in Health Psychology programme. Her current research interests lie in psychophysiological explanations of stress and coping; personal dispositions and health. She has presented papers at international conferences and published papers on these topics. She is a member of the Council of State appointed by President McAleese, a member of the Irish Research Council for Science, Engineering & Technology, appointed by the Minister for Education, elected member of the Senate of the National University of Ireland and of the Governing Authority of NUI, Galway. She is a member of the Governing Body of St. Angelas College, Sligo. A founder member of Business & Professional Women in Galway, she is also a member of the International Womens Forum. From 1996-2002, Prof. Curtis served as Vice-President of NUI, Galway with responsibility for Development and External Affairs. She has recently held a Visiting Scholar appointment at the Dept. of Psychology, University of California, Los Angeles.
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Dr Mark Elliott was awarded a first- class honours degree in psychology from the Open University (UK, 1988-1994), studied Cognitive Science between 1993 - 1994 at the University of Birmingham and graduated with a Masters and Doctorate in Philosophy from the University of London in 1998. After several years as a social worker, Mark returned to education and, following completion of his Ph.D at the University of London, took up a research fellow’s position at the Universität Leipzig. Immediately prior to his appointment as senior lecturer at NUI Galway Mark was employed as an assistant professor at the Ludwig-Maximilians Universität in Munich. He is an Honorary Research Fellow of Birkbeck College, University of London, UK.
Dr John Bogue is a chartered forensic and clinical psychologist. He holds a BA (Hons) degree in psychology from University College Dublin and an MSc (with Distinction) in Health Psychology from Stirling University. In 1992 he joined the Dept. of Psychiatry at Edinburgh University as a research psychologist. In 1997 he was awarded his Doctorate in Clinical Psychology after completing the University of Glasgow/West of Scotland NHS professional training scheme. After qualifying, he re-joined the University of Edinburgh as the Oliver Bequest lecturer in Forensic Clinical Psychology with a clinical attachment to the high security State Hospital at Carstairs in Lanarkshire, Scotland. He was a lecturer on the University of Edinburgh/East of Scotland NHS professional training programme in clinical psychology for three years before returning to Ireland in 2000 to take up an appointment with the Department of Justice, Equality and Law Reform. Before joining NUI Galway in 2004, he was employed as a Senior Forensic Clinical Psychologist with the Irish Prison Service. He is currently Hon. Secretary of the Forensic Psychology Special Interest Group and is a member of the Board of Professional Conduct of the Psychological Society of Ireland. He is a member of the Board of Studies for the Diploma in Criminal Behaviour at University College Cork and the Society of Expert Witnesses, United Kingdom. John is an Assistant Director of the DPsychSc (Clinical) professional training programme at NUI Galway. Dr AnnMarie Groarke is a graduate of University College Galway. She carried out research in concept formation for the MA degree at University College Galway. While working as a Research Officer with the Brothers of Charity Services, Galway, her publications focused on community integration of persons with mental handicap and the public's perception of disability. She has completed a three year investigation of the role of psychological and clinical disease factors in adjustment to rheumatoid arthritis. Other research interests concern the impact of psychological stress and social support on disease status. She is also a consultant in vocational assessment.
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Dr Brian M. Hughes completed a PhD in social support and cardiovascular stress reactivity at NUI Galway having been awarded a College Prize and University Fellowship after his honours BA in psychology. After teaching at NUI Galway and at the Galway-Mayo Institute of Technology he went on to serve as founding Head of the Psychology Department at Dublin Business School, during which time it became the first ever non-university department in Ireland to receive professional accreditation for a psychology degree programme. He was appointed to the staff of NUI Galway in 2001 and served as Acting Head of Department in 2005. He has served as President of the Psychological Society of Ireland (2004-2005) and was the Founding Chair of its Division of Health Psychology (2003). He is a current member of its Council (since 2000).
Ms Anne Marie Keane is a graduate in psychology of NUI Galway. Anne Marie Keane is completing her PhD thesis on interictal learning and memory in persons with epilepsy. She carried out research in the Neurology Department, University College Hospital Galway while holding a research fellowship. She has presented several papers on this and related topics to conferences and professional groups.
Dr Brian McGuire is a graduate of NUI, Galway and has also completed a Masters Degree in Clinical Psychology (Sydney), a Diploma in Criminology (Sydney), a Diploma in Health Science (Clinical Teaching – NUI Galway) and a PhD in clinical psychology (Sydney). He worked initially as a research psychologist in brain injury rehabilitation in London. He then moved to Sydney where he spent the next 10 years lecturing in psychology at several universities and working as a clinical psychologist. His clinical work was initially in the area of learning disability and challenging behaviour, before he moved into private practice where his work focused on medicolegal assessment and the rehabilitation of persons with chronic pain, acquired brain impairment, and those recovering from work and motor accidents. It was in that context that his interest in symptom magnification and malingering developed and he completed his PhD in that area. After leaving Australia, Brian was Consultant Clinical Psychologist in brain injury rehabilitation where he co-ordinated the clinical services of several in-patient rehabilitation units in the north of England. After returning to Ireland, Brian worked with the Galway Association learning disability service. He joined NUI, Galway in 2003 and is currently Director of the Doctor of Psychological Science programme in Clinical Psychology. His research interests lie in clinical health psychology and behavioural medicine, especially pain management, diabetes and psychological treatment in chronic health problems.
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Dr. Todd G. Morrison joined NUI Galway in 2004. He graduated with a first class honours Bachelor of Science degree from the University of Victoria; a Master of Science degree in applied social psychology from Memorial University of Newfoundland; and a Doctorate of Philosophy (PhD) in experimental social psychology from Queen’s University in Ontario, Canada. Dr Meena O’Neill is a graduate of the University of Ulster (Coleraine). She obtained an MA from the University of Nottingham and a PhD from the University of Wales, Bangor. She is a qualified Clinical Psychologist and has worked in Child, Learning Disability, and Autism Services in Ireland and the UK. Her current clinical and research interests are in the area of Autism Spectrum Disorders and she is a founder member of the PSI ASD Special Interest Group. She was appointed in 2003 to the Psychology Department at NUI Galway, as Assistant Course Director on the new DPsychSc Clinical Psychology Training Programme. Dr Jane Walsh is a graduate of NUI Galway. Having completed her PhD she worked as a research psychologist in the Educational Research Centre, Dublin, and went from there to lecture in Carlow Institute of Technology for a year. She joined the Psychology Department in NUI Galway in 1997. Dr. Walsh is the Research Methods Co-ordinator in the Department and lectures to students at undergraduate and postgraduate level on Research Methods and in Health Psychology. Her research has focused on preventative health behaviour and the use of theory-based interventions in both community and hospital settings. She is a committee member of the Health Division of the PSI and the current Director of the MPsychSc in Health Psychology in NUI Galway. To date, she has obtained funding for her research from the Western Health Board, the Health Research Board, the Millennium Fund and the Mid-Western Health Board. Dr Molly Byrne obtained an honours degree in Psychology from Trinity College Dublin (1994) and both a Masters degree in Health Psychology (1998) and a PhD (2003) from NUI, Galway. After completing her Masters degree, Molly worked as a Research Officer in the Health Services Research Centre, Royal College of Surgeons in Ireland, Dublin. During this time she was awarded a three-year Health Research Board (HRB) Health Services Research Fellowship which she held in the Department of General Practice, NUI, Galway. On completion of the fellowship, Molly obtained, as co-applicant, a HRB Programme grant for a 5 year research project called the SPHERE study: a large, national randomised controlled trial of a behavioural intervention to improve secondary prevention of coronary heart disease among patients attending general practice on the island of Ireland. Molly managed this project for a year and a half, before moving to the Department of Psychology. During this time, Molly taught health psychology to a number of student groups including nurses, medical students, dentists and psychologists.
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Molly joined the Department of Psychology in NUI, Galway in July 2004, as lecturer with responsibility for managing the teaching and research interface between the Departments of Psychology, Speech and Language Therapy and Occupational Therapy. She is coordinating the Department of Psychology Research Seminar series and has taken a lead role in organising a dynamic research group in the Department of Speech and Language Therapy. Molly is the present Chair of the PSI Division of Health Psychology. She has been an active member and treasurer of the Division over the past few years, and has chaired the organisation of its two national conferences.
Dr Caroline Heary graduated with a BA from the University College Dublin (UCD), after which she completed a Masters of Psychological Science in Health Psychology in NUI, Galway. She subsequently returned to UCD, where she completed her PhD on developing an instrument to assess children’s satisfaction with hospital services. Having worked as a researcher in the Children’s Research Centre, Trinity College Dublin, she then obtained a post-doctoral research fellowship from the National Children’s Office. She was appointed to her post in NUI, Galway in November 2003. With regard to her professional activities, Caroline is a member of the Council of the Psychological Society of Ireland and has served on the committee of the Division of Health Psychology for a number of years. In addition, she was secretary of the local organising committee of the 19th Annual Conference of the European Health Psychology Society, which was hosted by the Department of Psychology, National University of Ireland, Galway in August 2005, as well as a member of the Scientific Committee. Dr Michael Hogan graduated with First Class Honours from NUI, Galway. In his undergraduate years he was the PSI's Young Irish Psychologist of the year 1994, while winning the Gold Medal Award in 1st, 2nd and 3rd Arts. His PhD topic was 'A critical analysis of Generalized Slowing and Common Cause Models of Aging' (NUI, Galway, 2000). He continued his research at the University of Toronto and Trinity College Dublin. He was appointed to the staff in NUI,Galway in 2001. Michael is currently under contract by Edwin Mellen Press to write a book entitled 'Aging and Adaptation'. Dr Geraldine Leader graduated from University College Cork in 1998. Her first lecturing post was in the University of Ulster where she spent four years. She was appointed to NUI Galway in November 2003. She is currently serving as the Treasurer of the European Association of Behaviour Analysis and is the co-ordinator of the Behaviour Analysis Group in Ireland. She is also a member of PSI (Psychological Society of Ireland) and ABA (American Association of Behaviour Analysis).
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Dr Pádraig MacNeela conducted his PhD research in social cognition at NUI Galway. He is currently senior researcher on the Health Research Board Research Programme in Nursing Decision Making, working with colleagues at DCU and UCD to devise a minimum data for nursing and to study clinical judgement and decision making. His ongoing research into volunteering has been supported by funders such as the Royal Irish Academy and the Atlantic Philanthropies. Pádraig joined NUIG in 2004. While working at DCU he developed MSc programmes in counselling, psychotherapy, clinical nursing and health promotion, and worked on research projects funded by the National Advisory Committee on Drugs (dual diagnosis services, harm reduction approaches) and the Department of Heath and Children (a national study of empowerment among nurses). His innovation in regard to continuous professional development and e-learning has been supported by funding from groups such as the National Council for the Professional Development of Nursing and Midwifery and the Irish Cancer Society. Dr Ian Stewart received a BA from NUI, Galway, a first class honours Higher Diploma in Psychology from NUI, Cork and a PhD from NUI, Maynooth. Having completed his PhD, he spent one further year at NUI, Maynooth doing postdoctoral work and he was appointed to the staff at NUI, Galway in August, 2002. He is a member of the Psychological Society of Ireland (PSI), Behaviour Analysis in Ireland (BAI), Experimental Analysis of Behaviour Group (EABG) and the Association for Behaviour Analysis (ABA). He has been a member of the executive council of the PSI since 2004 and was appointed Honorary Secretary in 2005. His doctoral and postdoctoral research for which the Irish Research Council for the Humanities and Social Sciences (IRCHSS) awarded him funding focused on the provision of behaviour analytic models of analogical and metaphorical language.
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The Doctor of Psychological Science in Clinical Psychology Course Team Dr. Brian McGuire Dr. Meena O’Neill Dr. John Bogue Ms. Alma Greally TBA
Director Assistant Director Assistant Director Course Secretary Lecturer in Clinical Research Methods
2nd Floor, Woodquay Court 2nd Floor, Woodquay Court 2nd Floor, Woodquay Court 2nd Floor, Woodquay Court 2nd Floor, Woodquay Court
Philosophy and Orientation of the Course The Doctor of Psychological Science in Clinical Psychology programme, a three-year full-time course, was the first clinical psychology training programme to be established outside Dublin. The course, which was established in 2003, was a response to the demand for additional postgraduate training places in clinical psychology. The course has an annual intake of 12 trainees, all of whom have been employed and sponsored by the health service and voluntary agencies as Trainee Clinical Psychologists. Aims of the Course 1. To train Clinical Psychologists to work in a variety of roles and settings in the Irish health service. 2. To achieve excellence in academic, clinical and research competence in clinical psychology. The programme strongly subscribes to the Scientist-Practitioner model of training. An evidence-based approach to practice is highlighted whilst also encouraging trainees to evaluate and appraise information openly and with an enquiring mind. The programme content contains a strong emphasis on development of research skills in applied clinical psychology The training programme provides a sound theoretical knowledge base in a variety of core areas of clinical psychology and offers practical skills training in each of these areas. The course emphasises the development and adherence to a high level of ethical and professional responsibility in trainees. Trainees are expected to conduct themselves at all times within the Professional Code of Ethics of the Psychological Society of Ireland.
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Learning methods reflect modern trends in education. Lectures are combined with seminars and workshops to facilitate participative learning. A balance is emphasised between theoretical knowledge and application of knowledge. The course is organised and coordinated by members of the course team, all qualified clinical psychologists with substantial clinical experience. Each academic member of the course team continues to work in clinical practice to maintain clinical knowledge and skills. The course content is delivered by members of the course team and by a wide range of academic and applied psychologists, many of international repute, as well as by members of other professions. The course also has valuable input from service users and relatives of service users.
Selection Process for Admission to the Course Admission to the DPsychSc programme is via an advertised, competitive, application process. Candidates are short-listed on the basis of a written application reflecting their experience and qualifications and also on the basis of reports from referees. Candidates then participate in two rounds of interviews with members of the course team and senior clinicians from the health service.
Programme Board The programme board consists of members of the academic staff at NUI, Galway who contribute to the programme and a number of external experts representing clinicians, managers and academics. The role of the Board is to review the progress of the course and advise on developments in content, structure and organisation of the course. Internal Members: Dr. Brian McGuire (Course Director), Dr. Meena O’Neill (Assistant Director), Dr. John Bogue (Assistant Director). External Members: Ms Clare Gormley, Senior Psychologist, HSE West Dr. Eddie O’Dea, Principal Psychologist, HSE West Dr. Margaret O’Rourke, School of Medicine, University College, Cork Dr. Niall Pender, Principal Psychologist, Beaumont Hospital, Dublin Dr. Kieran Woods, Principal Psychologist, HSE West Nominee from HSE South - Postgraduate Training Committee in Clinical Psychology External Examiners: Dr David Greene, University of Leeds Prof. Mick Power, University of Edinburgh Dr Chris McCusker, Queen’s University, Belfast
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COURSE HANDBOOK
SECTION 2
COURSE OVERVIEW
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Overview of NUI Galway Doctorate in Clinical Psychology Programme Programme Component Autumn six week academic block st
•Last Monday in September to 1 Friday in November •Mon,Tue, Wed & Thur in class •Fri independent study •100-150 hours tuition over 36 three hour sessions
First Year Child & adolescent clinical psychology academic programme
Disability clinical psychology academic programme
Quantitative service based research skills training
Thesis proposal preparation seminars
nd
st
th
•1 Monday in November to 4 Friday in March. Four days per week, 1 day for independent study/research. Xmas & Easter leave to be agreed with Supervisor & Training Coordinator.. • 65 placement days Early spring assessment
Forensic psychology.
Advanced topics Research and data analysis seminars
Assignments due by 2 Friday in December Winter 4.5 month clinical placement
Third Year
Health psychology
1 Essay on topic in child & adolescent clinical psychology (4,000 words)
Late autumn assessment
Second Year
1 Essay on topic in learning disability clinical psychology (4,000 words)
1 essay on advanced topic in clinical psychology (4,000 words)
Proposal for thesis (2,000 words) to be finalised by 3rd Monday in October Child & adolescent clinical psychology placement
Disability placement
No mandatory placement – option to complete a longer, parttime placement over the year Thesis and portfolio preparation, Conference papers
(TBA-University day(s) end January– presentations & case discussions)
(TBA-University day (s) end January– presentations & case discussions)
(TBA-University day(s) end January – presentations & case discussions)
1 Case study on child & adolescent clinical psychology (4,000 words)
1 Case study in disability clinical psychology (4,000 words)
Introduction & method section of thesis (20,000 words)
Adult clinical psychology academic programme
Neuropsychology.
Advanced topics.
Clinical psychology of the older adult.
Case presentations
Assignments due by last Friday in March Spring six week academic block st
•Last Monday in March to 1 Friday in May •Mon, Tue, Wed & Thur in class •Mon & Fri independent study •100-150 hours tuition over 36 three hour sessions
Qualitative service based research skills training
Advanced topics.
Thesis proposal preparation seminars including methodology and design
Late spring assessment Due by 2nd Friday in June
1 Essay on topic in adult clinical psychology (4,000 words)
1 Essay on psychology of the older adult (4,000 words)
Soft bound thesis due on last Friday in May (30,000 words)
Summer 4.5 month clinical placement
Adult clinical psychology placement.
Older adult clinical psychology placement or advanced placement
Advanced clinical placement
(TBA-University day end June – presentations & case discussions)
(TBA-University day end June – presentations & case discussions)
(TBA-University day end June – presentations & case discussions)
1 Case study adult clinical psychology (4,000 words)
1 Case study in older adults or advanced clinical psychology (4,000 words)
1 Final case study with self-reflective theme (4,000 words)
1 Quantitative or qualitative service based research project (2, 500 words approx.)
1 Quantitative or qualitative service based research project (2, 500 words approx.)
•1st Monday in May to 4th Friday in September. Four days per week. Leave arrangements to be agreed with Supervisor & Training Coordinator. •65 placement days Early autumn assessment Assignments due by last Friday in September in 1st and 2nd years and on the 1st Friday of September in 3rd year
Please note that the above dates are subject to revision.
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1 Journal article based on thesis (5,000 words) Viva voce exam with extern in the second week of September.
(TBA = to be advised)
Examination of the NUI Galway DPsychSc (Clinical) 1. The five placements of supervised clinical practice must be passed. 2. Candidates must submit a portfolio comprising these elements: i. 4 Reports of Clinical Activity from each the following areas: Child, Adult, Intellectual Disabilities and one from either Older Adults or Advanced Elective. In Year 3, trainees are required to submit a reflective account of their clinical skills development over the period of their clinical training in the form of a reflective RCA. ii. 5 Essays: Three core placement essays (Child, Adult, Intellectual Disabilities), one essay from a choice of advanced topics (Older Adults, Neuropsychology, Forensic Psychology or Health Psychology), and one essay on a Professional Issues or Ethics Topic (4,000 words each). iii. 1 quantitative service based research project (not to exceed 3,000 words) iv. 1 qualitative service based research project (not to exceed 3,000 words) v. Research thesis (30,000 words), excluding references & appendices vi. 1 journal article based on thesis (not to exceed 5,000 words)
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OVERVIEW OF PROGRAMME STRUCTURE The course runs over three calendar years and includes three interrelated elements: •
800 hours academic coursework (approx.)
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2200 hours of supervised clinical practice (approx.)
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1000 hours of research (approx.)
Academic Coursework Academic coursework is covered in 6 six-week academic blocks each containing 36 - 48 three-hour teaching sessions or an average 125 hours coursework per block. There are also University days during each placement. Thus, overall there are approximately 900 hours of coursework in the programme. Courses will be presented in the form of lectures, seminars, workshops and supervised research training. Guest lecturers from other Departments in NUI, Galway and visiting health experts will contribute to the course. Trainees will be expected to attend all lectures, seminars and workshops and make use of the library and computer facilities to develop the required skills.
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Academic courses are grouped into the following conceptual areas: Module Name Adult Clinical Psychology Child, Adolescent and Family Psychology Research, Statistics and Computing Intellectual Disability Working with Older Adults Clinical Neuropsychology Forensic Psychology Clinical Health Psychology Advanced Topics
Module Coordinator Dr. Brian McGuire Clinical Dr. Meena O’Neill Dr John Bogue Dr. Meena O’Neill Dr. John Bogue Dr. Brian McGuire Dr. John Bogue Dr. Brian McGuire Dr. Brian McGuire Dr. Meena O’Neill Dr. John Bogue
Supervised Clinical Practice Each trainee completes five 4.5 month placements. All placements contain a minimum of 65 days (or 450 hours), yielding a total of 2,250 hours of supervised practice overall. While on placement, trainees have one day per week for study and preparation (study days are included in the 65 day minimum requirement, but public holidays and annual leave are not included). The final placement may be completed over the course of a full year on a part-time basis to allow for longer-term clinical work to be carried out. These placements afford each trainee experience in the following areas and the minimum experience requirements for the first three areas are set out in the course handbook: •
Adult clinical psychology
•
Child and adolescent clinical psychology
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Learning disability
•
Working with older adults
•
Advanced placement
Section 2 - 4 -
Research A day per week over 3 years is set aside for independent study and research and a substantial block of time is set aside in third year for writing the final draft of the major thesis and finalising the portfolio (instead of completing a placement). Trainees receive individual supervision for their theses during their second and third years. Altogether about 130 days or 900 hours are available for research. The following projects are completed: •
Two service based research projects in the first and second year to demonstrate competence in both quantitative and qualitative research methods.
•
A major research project in the second and third year which is written up as a thesis which makes a contribution to knowledge in the field, and as a journal article to be submitted for publication.
Section 2 - 5 -
COURSE HANDBOOK
SECTION 3
GENERAL INFORMATION FOR TRAINEES
Section 3 - 0 -
Orientation Checklist for NUI Galway Doctorate in Clinical Psychology (DPsychSc)Trainees This checklist contains a list of necessary tasks for new entrants to the programme. •
Read the handbook and timetable thoroughly.
•
Contact the Human Resources Department in your sponsoring agency and arrange to sign your contract as a Trainee Clinical Psychologist. HSE North Western Area, Manorhamilton, Co Leitrim. Phone. 071-9820400 HSE Western Area, Merlin Park Regional Hospital, Galway. 091-751131 HSE Midland Area, Arden Road, Tullamore, Co. Offaly. 05793-21868 HSE Southern Area, Wilton Road, Cork. 021-4545011 BoCS, Woodlands, Renmore, Co. Galway. 091-755241
•
•
Fill in Contact Details Sheet (Section 11) and return to the Course Secretary, Ms Alma Greally. It is very important that you promptly notify the Course Secretary of any changes of address, phone numbers and email. It is vital that the Course can contact trainees by the above means at all times. You can contact Alma Greally by the following means: o Postal address: NUIG Clinical Psychology Training Programme, 2nd Floor, Woodquay Court, Woodquay, Galway. o Telephone: 091 493266 o Facsimile: 091 495545 o E-mail:
[email protected]
•
Ask the human resources officer in your sponsoring agency to confirm in writing that a Garda clearance procedure has been initiated for you. Please be aware that a letter confirming Garda or Police clearance may be required by your supervisor or by the placement provider prior to you commencing your supervised placement.
•
Ask the human resources officer in your sponsoring agency to make arrangements for you to meet with a member of the Occupational Health Service. This is an opportunity for you to communicate any relevant health information such as vaccination status and any special provisions or guidance you may require in relation to your health status.
•
You are advised to get professional indemnity insurance. Information on obtaining professional indemnity insurance is provided on the Psychological Society of Ireland Section 3 - 1 -
website (www.psihq.ie). Click on the FAQs section for details on the insurance schemes currently available. •
You are advised to join the Psychological Society of Ireland. The address is PSI, CX House, 2A Corn Exchange Place, Poolbeg Street. Phone. 01-474-9160. Membership of the Psychological Society of Ireland benefits trainees by enabling them to keep abreast of developments in psychology in Ireland through reading its publications and attending its meetings (application forms provided). As part of the DPsychSc training programme you are strongly encouraged to attend the Annual Conference of the PSI, each year you are enrolled in the programme. This is an important networking activity and it keeps you informed of current professional trends and research activities. It also increases your familiarity with conference settings which will be helpful when you are preparing to present at a conference.
•
You are encouraged to join the British Psychological Society. The address for BPS is St Andrews House, 48 Princess Road East, Leicester LE1 7DR, www.bps.org.uk , telephone 00-44-116-254-9568. It is also advisable to become an affiliate member of the Division of Clinical Psychology (DCP) of the British Psychological Society and keep abreast of developments in clinical psychology in the UK. Members of DCP receive a very informative publication called Clinical Psychology on a monthly basis.
•
Arrange regular meetings with your Training Coordinator.
•
Find out who your Sponsoring Agency Training Coordinator is and arrange to meet with them individually. Not all sponsoring agencies will have a specifically nominated training coordinator. In such cases, it would be advisable to seek a meeting with the appropriate Principal Psychologist / Director of Psychological Services.
•
When you register with NUI Galway you will get a student card so you can use the Library. You will already have been notified of the date of registration. At registration, your registration statement will contain your computer username, password and e-mail address. Your username is your student ID number. You will be able to login to the computers on campus on completion of registration. More details on Computer Services at NUI Galway are available from the following website address: www.nuigalway.ie/cs
•
E-mail is an important means of maintaining contact between the DPsychSc course staff and trainees. We recommend that you avail of the e-mail account provided to all registered students at NUI Galway. University maintained e-mail accounts have good anti-spam and anti-virus protection. Remember that you do not have to be on campus to use your NUI Galway e-mail account. Webmail is a web-based e-mail service that enables you to access your e-mail from any PC or MAC equipped with a standard web browser. Once you have your username and password you can activate the Webmail service by going to the following website address: http://webmail.nuigalway.ie
Section 3 - 2 -
•
Trainees have found personal laptops to have been useful when working on assignments between placements. Advice can be given on the purchase of a suitable machine by Dr John Bogue. Remember: Never store any client information on your laptop!
•
You are advised to buy the following core textbooks which have been chosen as particularly useful reference books, particularly for the first two academic blocks and for the duration of your training thereafter: American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders – Text Revision (DSM-IV-TR). Washington DC: American Psychiatric Association. (Main Library & Medical Library) Carr, A. (2006). The Handbook of Child and Adolescent Clinical Psychology. London: Routledge. (Main Library) Carr, A. & McNulty (2006). The Handbook of Adult Clinical Psychology. London : Routledge. (Main Library) Gelder, M., Mayou, R. & Geddes, J. (2005). Psychiatry, 3rd Edition. Oxford: Oxford University Press. (Medical Library) Hawton, K., Salkovskis, P.M., Kirk, J. & Clark, D.M. (1989). Cognitive Behaviour Therapy for Psychiatric Problems. A Practical Guide. Oxford: Oxford Medical Publications. (Main Library) (You will also receive lists of recommended reading for each academic block).
•
Check the placement plan when it becomes available and phone your supervisor for the first placement to make preliminary placement arrangements. Please send a copy of your curriculum vitae to your first and subsequent supervisors.
•
Check the Handbook to see when assignments are due (essays, verbal presentation of case studies, written case studies, service based research, and thesis-related activities) and put these in your diary.
•
With your colleagues in your class elect a class representative. Your class representative will sit on the Staff/Student Liaison Committee for Dept. of Psychology.
Section 3 - 3 -
Library Locations James Hardiman Main Library Campus Location: Librarian: Ms. Kathleen Burke, 091 492544 Medical Library Location: Librarian:
Clinical Science Institute Mr. Timothy Collins, 091 492791
NURSING LIBRARY Location: Librarian:
University College Hospital, Galway Ms. Máire Ó hAodha, 091 495229
James Hardiman Main Library – Floor Plan Ground Floor Content: Archives Collection, Fiction Collection, General Reference Collection, Health and Safety Collection, Law Reference Collection, Newspaper Collection, Official Publications, Self-Help Collection, Special Collections Services: Bibliographic Services, Browsing Room, Circulation Desk, Copy Card Dispenser, Desk Reserve, European Documentation Centre, Infomedia Centre, Inter Library Loans, Catalogue, Photocopiers , Reader Services, Special Collections, Archives
First Floor Content: Accountancy, American Literature, Anglo Irish Literature, Annual Reports, Archaeology, Economics, Education, English Language and Literature, French Language and Literature, Geography, German Language and Literature, Greek Language and Literature, History, Humanities Reference, Irish Language and Literature, Italian Language and Literature, Journalism and Publishing, Latin Language and Literature, Linguistics, Management, Marketing, Philosophy, Psychology, Public Administration, Religion, Sociology, Spanish and Portuguese Language and Literature, Women’s Studies Services: Copy Card Dispenser, Examination Papers, Information Office (Arts and Commerce), Journal Catalogue, Catalogue, Photocopiers, Post Graduate Reading Room, Toilets
Second Floor Content: Anatomy, Applied Physics, Astronomy, Biochemistry, Botany, Chemistry, Computer Science, Engineering, Geology, Health and Safety Resource Information, Technology, Mathematics, Medicine (pre-clinical), Microbiology, Oceanography, Physics, Physiology, Science and Engineering Reference, Zoology Services: Copy Card Dispenser, Examination Papers, Information Office (Engineering and Science), Journal Catalogue, Catalogue, Photocopiers, Post Graduate Reading Room, Toilets
Section 3 - 4 -
The following material in this section has been adapted from the University of Edinburgh / East of Scotland Health Boards Clinical Psychology Training Course Handbook.
Personal Security Guidelines ALWAYS FIND OUT THE EMERGENCY TELEPHONE NUMBER AND SECURITY PROCEDURE FOR THE HOSPITAL OR CLINIC YOU ARE WORKING IN. DO NOT SEE PEOPLE OUTWITH THE HOURS OF 9:00 AND 17:00, UNLESS OTHER PEOPLE ARE AROUND AND KNOW YOU ARE SEEING SOMEONE. NEVER DO HOME VISITS WITHOUT BEING AWARE OF THE HEALTH BOARD / AGENCY POLICY AND ALWAYS LET PEOPLE KNOW WHERE AND WHEN YOU ARE VISITING. If in any doubt about your safety, for example seeing an angry client, notify your supervisor or a senior member of the department, and ensure others know when and where you are seeing the client. Also be aware of other risks such as risk of self harm in clients and the risk of accusations of improper behaviour. If any of these issues arise, contact your supervisor or a senior colleague immediately for advice. Guidelines for Personal Safety
1. If a situation arises where the therapist feels threatened, the primary aim should always be to get away. 2. If it is not possible to leave, stay calm; speak gently, slowly and clearly. Never argue. Meeting aggression with aggression is rarely helpful. 3. Never try to touch someone who is angry. 4. Encourage the person to move or offer a compromise such as talking through the problem. 5. Keep yourself between the potential aggressor and the door and if possible behind a barrier such as furniture. Never remain alone with an actively violent person. Be prepared to move very quickly if required. 6. If you manage to calm the situation down, gradually re-establish contact, adopt a cautious approach. 7. All incidents or potential incidents must be reported to your Supervisor. The
Health Board / Agency policy for incident recording should be followed.
Section 3 - 5 -
PERSONAL SUPPORT Introduction Training to be a Clinical Psychologist is a demanding experience. Clinical work is intellectually and emotionally taxing. The academic requirements of the course include case reports, concentrated blocks of study and a major thesis. All trainees are required to travel extensively and may have the additional pressure of split placements. Trainees will undertake a minimum of 5 different placements in their course of 3 years requiring a process of adjustment on each occasion. Given these demands, it is not at all surprising that most trainees report that, at times during their training, they experience a significant degree of personal stress. Common sources of stress might include: • frequent travel • shortage of money • strain on relationships • problems with course organisation • the impact of clinical material • tensions and relationships with supervisors • feelings of fatigue and demoralisation • doubts concerning competency. Self Awareness A good clinical psychologist should be able to recognise when they are suffering from stress to the point that it is interfering with his or her mental and physical well being. The acknowledgement of the need for help and support should never be considered a weakness. No trainee should ever fear negative evaluation as a result of seeking out appropriate personal help and support. The capacity to recognise and acknowledge difficulties and seek appropriate help should be considered a core competency for clinical psychologists at all levels of experience. Thus it is an ability to be encouraged and respected and not a weakness which trainees should attempt to hide. Seeking Help Your Coordinator of Training should normally be the first person you would contact in the event of any difficulties. They are available to help you with matters relating to placements and academic difficulties. In relation to more personal matters, your Coordinator of Training may recommend that you visit the University student counselling and support service. As a registered student you are entitled to avail of this service at any time and without prior referral. A “Buddy System” is in place whereby trainees may gain support and advice informally from their fellow trainees. You should maintain some schedule of regular contact with your assigned buddy. The Buddy List is compiled annually by pairing new trainees with trainees from the year immediately above them. From time to time during your training, the course arranges workshops and other activities that are intended to assist trainees in personal awareness and personal development. Some trainees also seek personal therapy and other forms of personal development. The course team can provide guidance to those who may wish to pursue this form of support. If you have any suggestions for other forms of support for trainees, please let the course team know. We value your views on this important area.
Section 3 - 6 -
Please see website for further student services: www.nuigalway.ie/student_services/health_unit/ International Students: www.nuigalway.ie/international/ Mature Age Students: www.nuigalway.ie/mature/
CONFIDENTIALITY In the course of your duties you will have access to confidential material about patients, members of staff or other health service business. On no account must information relating to patients be divulged to anyone other than authorised persons - for example medical, nursing or other professional staff, as appropriate, who are concerned directly with the care, diagnosis and/or treatment of the patient. If you are in any doubt whatsoever as to the authority of the person or body asking for information of this nature you must seek advice from your Supervisor. Similarly, no information of a personal or confidential nature concerning individual members of staff or health service business should be divulged to anyone without the proper authority having been first given.
Section 3 - 7 -
As a guide to good practice, please see extract from: the Code of Conduct, Ethical Principles & Guidelines, BPS April 1997: 4. CONFIDENTIALITY Psychologists shall maintain adequate records, but they shall take all reasonable steps to preserve the confidentiality of information acquired through their professional practice or research and to protect the privacy of individuals or organisations about whom information is collected or held. In general, and subject to the requirements of law, they shall take care to prevent the identity of individuals, organisations or participants in research being revealed, deliberately or inadvertently, without their expressed permission. Specifically they shall: 4.1 Endeavour to communicate information obtained through research or practice in ways which do not permit the identification of individuals or organisations; 4.2 Convey personally identifiable information obtained in the course of professional work to others, only with the expressed permission of those who would be identified, (subject always to the best interests of recipients of services or participants in research and subject to the requirements of law and agreed working practices) except that when working in a team or with collaborators, they shall endeavour to make clear to recipients of services or participants in research the extent to which personally identifiable information may be shared between colleagues or others within a group receiving the services; 4.3 In exceptional circumstances, where there is sufficient evidence to raise serious concern about the safety or interests of recipients of services, or about others who may be threatened by the recipient’s behaviour, take such steps as are judged necessary to inform appropriate third parties without prior consent after first consulting an experienced and disinterested colleague, unless the delay caused by seeking this advice would involve a significant risk to life or health; 4.4 Take all reasonable steps to ensure that records over which they have control remain personally identifiable only as long as is necessary in the interests of those to whom they refer (or, exceptionally, to the general development and provision of psychological services), and to render anonymous any records under their control that no longer need to be personally identifiable for the above purposes; 4.5 Only make audio, video, or photographic recordings of recipients of services or participants in research (with the exception of recordings of public behaviour) with the expressed agreement of those being recorded both to the recording being made and to the subsequent conditions of access to it; 4.6 Take all reasonable steps to safeguard the security of any records they make, including those held on computer, and, where they have limited control over access to records they make, exercise discretion over the information entered on the records; 4.7 Take all reasonable steps to ensure that colleagues, staff and trainees with whom they work understand and respect the need for confidentiality regarding any information obtained.
Section 3 - 8 -
COURSE HANDBOOK
SECTION 4
ACADEMIC PROGRAMME
Section 4 - 0 -
Doctoral Programme in Clinical Psychology Academic Programme
Academic teaching occurs in 6 six-week teaching blocks, two in each year of the programme. Autumn teaching blocks run from the beginning of October to midNovember. Spring teaching blocks run from the beginning of April to mid-May. Teaching typically occurs Monday to Thursday each week with occasional Friday teaching sessions as necessary. Each day is divided into 2 three-hour sessions. The morning session runs from 10.00 am to 1.00 pm with a 15 minute break at a suitable mid-point. The afternoon session also contains a 15 minute mid-point break and runs from 2.15pm to 5.00pm. In the academic blocks, small group teaching, team teaching, trainee-led seminars, reading groups and skills training workshop formats are used.
Knowledge acquisition and assessment of academic coursework On the D Psych Sc programme, academic coursework is continuously assessed and not examined by a traditional end of year exam. Postgraduates in clinical psychology are expected to learn by completion of pre-class required reading and engaging in active learning exercises during the teaching sessions. This system of learning is only effective if trainees complete all reading assignments and attend all classes. Where persistent nonattendance occurs or where required class exercises are not completed, psychologists in clinical training may be required to pass an in-class exam to demonstrate that they have acquired the knowledge and skills which they would have learned had they attended class and completed reading and class exercises. Coursework is examined through completion of essays, case studies and research projects detailed in the section on assessment below.
Section 4 - 1 -
Programme Modules 1. CHILD, ADOLESCENT & FAMILY PSYCHOLOGY This module includes the following courses: • Topics in child, adolescent & family clinical psychology • Current issues and specialist topics in child, adolescent & family clinical psychology • Professional skills • Psychological testing and assessment of children and adolescents • Community psychology and child protection • Working with families 2. ADULT CLINICAL PSYCHOLOGY This module includes the following courses: • Topics in adult clinical psychology • Current issues and specialist topics in adult clinical psychology • Professional skills • Psychological testing and assessment of adults • (Older adult clinical psychology in separate module) 3. LEARNING DISABILITY (Clients with learning, physical and sensory disabilities) • • • • • •
This module includes the following courses: Psychological Assessment Preschoolers with disabilities and their families School age children with disabilities and their families Adolescents with disabilities Adults and older adults with disabilities Contextual and service development issues
4. WORKING WITH OLDER ADULTS This module includes the following courses: • Topics in older adult clinical psychology • Lifespan issues • Professional skills • Psychological testing and assessment of older adults
Section 4 - 2 -
5. CLINICAL NEUROPSYCHOLOGY • • • •
This module includes the following courses: Conceptual approaches in neuropsychology (functional & anatomical) Neurological disorders in children, adults and older adults Neuropsychological assessment Rehabilitation
6. CLINICAL HEALTH PSYCHOLOGY This module includes the following courses: • • • • • •
Theoretical and conceptual models in health psychology Applications of health psychology to individual and population health Psychological adjustment to chronic illness Pain assessment and pain management Health promotion interventions Communication in health settings
6. FORENSIC PSYCHOLOGY • • • • • • • •
This module includes the following courses: Offending behaviour Mentally disordered offenders Working with difficult clients Interviewing & forensic report writing The psychologist in court Legal and ethical issues Sex and Violence – Offending behaviour programmes Introduction to specialist topics (offender profiling, hostage taking)
7. RESEARCH, STATISTICS AND COMPUTING • • • • •
The module spans all three years and includes these courses: Quantitative service based research skills training Qualitative service based research skills training Thesis proposal preparation seminars Writing and reporting Computerised data analysis
8. ADVANCED TOPICS
Section 4 - 3 -
The module covers a range of issues (not all listed below) of relevance to clinical psychology which may overlap a number of the core modules: • Bereavement and loss • Working in private practice • Other approaches to psychotherapy • Cognitive Analytical Therapy Training (CAT) • Applying for jobs in the HSE • Transitioning from trainee to qualified professional • Planning & Implementing Health Promotion Programmes • Narrative Therapy & Brief Solution Focused Therapy • Cross cultural issues • Process issues
Section 4 - 4 -
Module: Child, Adolescent and Family Clinical Psychology Aims: To provide trainees with an understanding of the range of psychological problems faced by children and adolescents and to distinguish normal developmental difficulties from clinical problems; to equip trainees with the skills necessary to approach client work effectively within the organisational context of health service settings. Learning Objective: By the end of the module trainees will: 1. have an understanding of the main disorders and problems encountered in working with children and adolescents 2. be familiar with major theoretical approaches in child and adolescent clinical psychology 3. be able to approach assessment of a range of problems and difficulties in an appropriate manner, and provide a psychological formulation of presenting difficulties 4. have detailed knowledge of, and some familiarity with, the administration of at least two commonly used intelligence tests 5. be aware of a broad range of possible interventions and their evidence base, and be competent to evaluate psychological treatment as applied to individual clients Overview of Content: • • • • • • • • • • • • • •
Normal development in children Language Development and Language Disorders Interviewing skills with children, adolescents and families; Counselling skills CBT with children and adolescents Systemic approaches and Family Therapy Bereavement and Loss in Children Common Disorders: Anxiety, Fear and Phobias; Conduct Disorders, Depression, ADHD; Sleep, Toileting and Management problems Paediatric Brain Injury Psychodynamic approaches with children and families Trauma and Post-traumatic Stress Disorder; Suicide and Self-Harm Weschler Intelligence Scales (WPPSI III and WISC-IV); Symptom and Behaviour Checklists Child Protection; Family Court Work Multidisciplinary roles
Section 4 - 5 -
6. Teaching Format: Where time permits the lecture format will include some opportunity for discussion and/or small group work. In some cases, lecturers will include video material, clinical case examples, and vignettes to facilitate discussion and familiarisation with concepts. Practical exercises and role plays are used to enhance skill development. Trainees engage in self-directed learning by way of preparation for a presentation to peers. Reading: Books Carr, A. (2006). The Handbook of Child and Adolescent Clinical Psychology: A Contextual Approach (2nd Edition). London: Routledge. (Main Library) Carr, A. (2002). What Works with Children and Adolescents? Hove: BrunnerRoutledge. (Main Library) Kaufman, A. & Lichtenberger, E. (2000). Essential of WISC-III and WPPSI-R. New York; Wiley. (Main Library) Martin, G. & Pear, J. (1993). Behaviour Modification: What It Is and How To Do It. New Jersey: Prentice Hall. (Main Library) Sattler, J. (2001). Assessment of Children: Cognitive Applications ( Vol. 1) and Behavioural and Clinical Applications (Vol. 2). Jerome Sattler Publishers. (Main Library) Wilkinson, I. (1998). Child and Family Assessment: clinical guidelines for Practitioners. London: Routledge. Journals • • • • • • •
Journal of Child Psychology and Psychiatry Child Development Journal of Developmental & Behavioral Pediatrics Journal of Clinical Child Psychology Adolescence Developmental Psychopathology Journal of Pediatric Psychology
Assessment: Specific topics will not be formally examined. Instead an essay which addresses a conceptual issue within Child and Adolescent Clinical Psychology forms the major element of assessment for this teaching block.
Section 4 - 6 -
Module: Adult Clinical Psychology Aims: To introduce trainees to the diverse roles and contributions of the clinical psychologist in adult mental health settings, to familiarise trainees with the core components of professional practice within adult mental health and to provide trainees with the knowledge and skills for everyday clinical practice. Learning Objectives: By the end of the module trainees should be able to: 1. Understand the role of the clinical psychologist in a variety of adult mental health settings. 2. Understand the current structure of, and the development of, adult mental health services in Ireland 3. Gain knowledge and skills to work with people with psychological difficulties ranging in severity and chronicity. 4. Gain knowledge and skills in clinical interviewing and psychological assessment. 5. Gain knowledge and skills in case formulation and hypothesis testing. 6. Gain knowledge and skills in psychological treatment using a range of approaches and techniques. 7. Gain knowledge and skills in evaluation of treatment within the scientistpractitioner and evidence-based frameworks. 8. Be aware of contemporary issues and debates in the area of adult clinical psychology. Overview of Content: •
Theoretical and conceptual issues in adult mental health
•
History and context of clinical psychology in Ireland
•
Classification Systems
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Anxiety Disorders
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Mood Disorders
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Somatoform Disorders
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Personality Disorders
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Psychotic Disorders
Section 4 - 7 -
•
Relationship and Sexuality Difficulties
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Eating Disorders
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Adjustment to Chronic Illness
•
Organic Disorders
•
Psychometrics workshops
•
Report writing
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Therapy skills workshops
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Group facilitation skills workshops
•
Counselling skills
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PSI Code of Conduct in clinical settings
•
Working with other disciplines
•
Social and cultural issues
•
Current issues in the profession of psychology
•
Case studies
•
Personal development
Teaching Format: The lecture format will include face to face teaching as well as opportunity for discussion and/or small group work. In some cases, lecturers will utilise video clips and case vignettes. Skills workshops will place an emphasis on role plays and practice of clinical skills. There will be some trainee-led sessions where trainees will gain experience in presenting information and leading a discussion. Recommended Reading: Books American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders – Text Revision (DSM-IV-TR). Washington DC: American Psychiatric Association. (Main Library & Medical Library) Carr, A. & McNulty (2006). The handbook of adult clinical psychology. London : Routledge. (Main Library) Davis, M., Eshelma, E. & McKay, M. (2000). The relaxation and stress workbook.5th Ed. Oaklands, CA: New Harbinger. (Clinical Psychology Library).
Section 4 - 8 -
Dryden, W. (2003). Handbook of individual therapy 4th Ed. London:Sage. (Clinical Psychology Library). Gelder, M., Mayou, R. & Geddes, J. (2005). Psychiatry, 3rd Edition. Oxford: Oxford University Press. (Medical Library) Groth-Marnat, G. (2003). Handbook of psychological assessment 4th Ed. New York: Wiley. (Clinical Psychology Library). Halgin, R. (2006). Taking sides: Clashing views in abnormal psychology 4th Ed. Iowa: McGraw Hill. Hawton, K., Salkovskis, P.M., Kirk, J. & Clark, D.M. (1989). Cognitive behaviour therapy for psychiatric problems. A practical guide. Oxford: Oxford Medical Publications. (Main Library) Kaufman, A. & Lichtenberger, E. (1999). Essentials of WAIS-III assessment. New York: Wiley. (Clinical Psychology Library). Psychological Society of Ireland. Code of ethics. Dublin: PSI. Journals • • • • • • • • • • •
American Journal of Psychiatry British Journal of Clinical Psychology British Journal of Health Psychology British Journal of Psychiatry Consulting and Clinical Psychology Clinical Psychology Clinical Psychology Review Evidence Based Mental Health Journal of Abnormal Psychology Journal of Clinical Psychology Professional Psychology: Research and Practice
Assessment: The specific topics will not be formally examined, but an essay which addresses a conceptual issue within Adult Clinical Psychology will form part of the assessment during this teaching block.
Section 4 - 9 -
Module: Learning Disability Aims: To provide trainees with an understanding of learning disability, and to provide an introduction to other common disabilities such as physical disability and autistic spectrum disorders. The block aims to equip trainees with the skills necessary to effectively work with individuals with learning disability, their families and staff groups who support them. Learning Objective: By the end of the module trainees will: 1. have a clear understanding of the nature of learning disability, and accepted classification systems 2. have knowledge of the historical development of services for people with learning disability and of the values that underpin current service provision 3. be aware of the impact of learning disability on the individual and on the family 4. be able to approach assessment of a range of problems and difficulties in an appropriate manner, including challenging behaviours, and provide a psychological formulation of presenting difficulties 5. have knowledge of commonly used measures of adaptive behaviour, and an early years intelligence test 6. be aware of a broad range of possible interventions and their evidence base, and be competent to evaluate psychological treatment as applied to individual clients 7. have an understanding of the issues involved in working through carers
Overview of Content: • • • • • • • • •
History and Philosophy of Learning Disability Services Diagnosis, classification and epidemiology of LD Psychodynamic Therapy and Disability Applied Behaviour Analysis CBT and Learning Disability Bereavement and Loss Dementia and Learning Disability Autism Psychometric Testing and Measures of Adaptive Behaviour
Section 4 - 10 -
• • • • • • • • • • • • • • •
Adjustment to Physical Disability Sexual Abuse: Victims and Offenders Forensic Issues in Learning Disability Health Issues and Psychotropic Medication Epilepsy Mental Health Issues and LD Mild Learning Disability Foetal Alcohol Syndrome Sensory and Multiple Disability Early Intervention Language Disorders and Communication Relationships and Sexuality Legal Issues and Advocacy Instruction and Skills Building Working with Aggressive and Self-injurious Behaviours
7. Teaching Format: Teaching Format: Where time permits the lecture format will include some opportunity for discussion and/or small group work. In some cases, lecturers will include video material, clinical case examples, and vignettes to facilitate discussion and familiarisation with concepts. Practical exercises and role plays are used to enhance skill development. Trainees engage in self-directed learning by way of preparation for a presentation to peers. Reading: Books Clements, J. (1990). Severe Learning Disability and Psychological Handicap. Wiley. Emerson, E., Thompson, T., Parmenter, T., & Hatton, C. (2004). The International Handbook of Applied Research in Intellectual Disabilities . Chichester: Wiley. Hogg, J. & Raynes, N. V. (1987). Assessment in Mental Handicap. Chapman and Hall, London. (Main Library) Jones, R. S. & Eayers, C.B. (1997). Challenging Behaviour and Intellectual Disabilities: A Psychological Perspective. Avon: England: B.I.L.D. Publications. Kroese, B., Dagnan, D. & Loumidis, K. (Eds.). (1997). Cognitive-Behaviour Therapy for People with Learning Disabilities. London: Roultedge. (Main Library)
Section 4 - 11 -
Journals • • • • • •
American Journal of Mental Retardation British Journal of Learning Disabilities Journal of Intellectual Disabilities Journal of Intellectual Disability Research Journal of Autism and Developmental Disabilities Learning Disabilities Research and Practice
Assessment: Specific topics will not be formally examined. Instead an essay which addresses a conceptual issue within the Learning Disability academic block forms the major element of assessment for this teaching block.
Section 4 - 12 -
Module: Clinical Psychology of Older Adults Aims: To prepare trainees to approach client work and service-related problems using skills and concepts from the main body of Clinical Psychology, along with consideration of issues relevant to ageing which will inform both the choice of techniques and the content of treatment. Learning Objectives: By the end of the module trainees should be able to: 1
Describe the social psychology of ageing and the concept of development through the lifespan. Recognise the special features and issues related to normal ageing. Outline the clinical problems of ageing and psychological adaptation. To assess, make psychological formulations and design appropriate interventions tailored to the needs of elderly patients.
2 3 4
Overview of Content: •
Normal and abnormal ageing
•
Assessment, formulation intervention and evaluation in older adult clients
•
Psychiatry of old age
•
Sensory and biological aspects of ageing
•
Dementia
•
Critically evaluating the range of therapies offered to older clients
•
The relevance of critical life stages (e.g. retirement and bereavement)
•
Carer, advocacy and service issues
Teaching Format: Where time permits, the lecture format will include some opportunity for discussion and/or some small group work. In some cases, lecturers will include video material and written clinical case vignettes to facilitate discussion and familiarisation Section 4 - 13 -
with concepts. Practical exercises may be used to help trainees gain an appreciation of the sensory impairments as they apply to the practice of psychological interventions commonly encountered within this client population. Reading: Books Fleming, I & Barrowclough, C. (1996). Positive Approaches to Assisting Older People. San Antonio, TX: The Psychological Corporation. Knight, B.G. (1996) Psychotherapy with the Older Adult CA: Sage. Lindesay, J. (Ed.). (1995). Neurotic Disorders in the Elderly. Oxford: OUP. Hendry, L.B., and Kloep, M. (2002) Lifespan Development: Resources, Challenges and Risks. London: Thomson Learning. Holden, U. (1995). Ageing, neuropsychology, and the 'new' dementias: definitions, explanations, and practical approaches. London: Chapman Hall. (Main Library) Holden, U. & Woods, R.T. (1995). Positive Approaches to Dementia Care 3rd edition. Edinburgh: Churchill Livingstone. (Nursing Library) Jacoby, R. & Oppenheimer, C. (2002). Psychiatry in the elderly 3rd Ed. Oxford University Press. (Nursing Library) Stuart-Hamilton, I. (2000). The Psychology of Ageing: An Introduction. 3rd edition. London: Jessica Kingsley Press. (Main Library) Woods, R.T. (Eds.). (1996). Handbook of the Clinical Psychology of Ageing. Chichester: Wiley. (Main Library) Woods, R.T. (1999) (editor) Psychological Problems of Ageing: Assessment, Treatment and Care. London: Wiley. (Main Library & Nursing Library) Woodruff-Pak, D.S. (1997). The Neuropsychology of Ageing. Oxford: Blackwell Publishers. (Main Library) Yust, E. Beutler, L. Corbishley, M. & Allender J. (1986). Group Cognitive Therapy: A Treatment Approach for Depressed Older Adults. New York: Pergamon Press.
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Journals • Age and Ageing • Journal of Gerontology • The Gerontologist • Ageing and Society • The International Journal of Geriatric psychiatry • PSIGE Newsletter Assessment: The specific topics will not be formally examined. Instead, an essay which addresses a conceptual issue within Older Adults clinical psychology will form part of the assessment during this teaching block.
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Module: Clinical Neuropsychology Aims: To introduce trainees to the diverse roles and contributions of clinical psychologists in neuropsychology settings; to familiarise trainees with the core components of professional practice within neuropsychology including neuropsychological assessment and neurorehabilitation. Learning Objectives: By the end of the module trainees should: 1. Be familiar with basic neuroanantomy 2. Be familiar with functional neuroanatomy as it applies in clinical practice 3. Be familiar with a range of neuropsychological tests and be aware of their potential use in everyday clinical settings 4. Be aware of the issues affecting those who have neurological conditions such as acquired brain injury, CVA or dementia and the impact on families and carers. 5. Be aware of approaches to neuropsychological rehabilitation
Overview of Content: •
Theoretical and conceptual approaches in neuropsychology (functional & anatomical)
•
Neurological disorders in children, adults and older adults
•
Neuropsychological assessment (intelligence, memory, attention, executive functioning)
•
Rehabilitation (cognitive, behavioural, vocational)
•
Issues for families and carers
•
Approaches to psychotherapy for people with neurological impairment
Teaching Format: The lecture format will include face to face teaching as well as opportunity for discussion and/or small group work. In some cases, lecturers will utilise
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video clips and case vignettes. Skills workshops will place an emphasis on role plays and practice of clinical skills. Teaching of neuroanatomy will utilise web-based resources. Recommended Reading: Books Lezak, M.D. (1995). Neuropsychological assessment. 3rd Ed. New York: Oxford. (Main Library) Halligan, P.W., Kischka, U. & Marsgall, J.C. (Eds.). (2003). Handbook of clinical neuropsychology. Oxford: Oxford University Press. Woodruff-Pak, D.S. (1997). The neuropsychology of ageing. Oxford: Blackwell Publishers. (Main Library) Journals • • • • • • • •
Archives of Clinical & Experimental Neuropsychology Archives of Physical Medicine and Rehabilitation Brain Injury Clinical Neuropsychologist Dementia Journal of the International Neuropsychological Society Journal of Neurology, Neurosurgery & Psychiatry Neuropsychological Rehabilitation
Assessment: The specific topics will not be formally examined, but an essay which addresses a conceptual issue within Clinical Neuropsychology will form part of the assessment during this teaching block.
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Module: Clinical Health Psychology Aims: To introduce trainees to the diverse roles and contributions of health psychology in clinical settings, to familiarise trainees with important theoretical models relevant to health behaviour, to familiarise trainees with the role of clinical psychology in health promotion and prevention of illness. Learning Objectives: By the end of the module trainees should be able to: 1. Be familiar with major theoretical and conceptual models from health psychology with relevance to clinical psychology practice 2. Be familiar with applications of health psychology to health interventions e.g. cardiac rehabilitation, pain management, adjustment to chronic illness. 3. Be aware of approaches to health promotion and prevention of ill-health
Overview of Content: •
Theoretical and conceptual models in health psychology
•
Applications of health psychology to individual and population health (stress, cardiovascular health, obesity, heath screening)
•
Psychological adjustment to chronic illness
•
Pain assessment and pain management
•
Health promotion interventions
•
Communication in health settings
Teaching Format: The lecture format will include face to face teaching as well as opportunity for discussion and/or small group work. In some cases, lecturers will utilise video clips and case vignettes. Emphasis will be placed on the application of health psychology to clinical contexts.
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Recommended Reading: Books Kaptein, E. & Weinman, J. (Eds.). (2004). Health psychology. Blackwell. (Main Library) Ogden, J. (2004). Health Psychology: A Textbook, 3rd ed. Blackwell. (Main Library) Taylor, S. E. (2006). Health Psychology, 6th ed. Boston: McGraw-Hill. (Main Library)
Journals • • • •
British Journal of Health Psychology Health Psychology Journal of Clinical Psychology in Medical Settings Psychology and Health
Assessment: The specific topics will not be formally examined, but an essay which addresses a conceptual issue within Clinical Health Psychology will form part of the assessment during this teaching block.
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Module: Forensic Clinical Psychology Aims: To introduce trainees to the role of the forensic clinical psychologist, to familiarise trainees with the core components of professional practice within this speciality and to provide trainees with forensic knowledge and skills of relevance to everyday clinical practice. Learning Objectives: By the end of the module trainees should be able to: 1. understand the role of the forensic clinical psychologist in a variety of civil and criminal legal jurisdictions. 2. appreciate the range of clinical work encountered. 3. describe the current structure of, and the development of forensic services in Ireland 4. describe contemporary risk assessment approaches. 5. complete a standardised risk assessment procedure. 6. describe the essential elements to be included in a medic-legal or forensic report. 7. discuss contemporary issues and debates in the area of forensic clinical psychology. Overview of Content: •
Role of forensic psychologists & primary historical influences.
•
Current structure of forensic training and services in Ireland and the UK.
•
The psychologist in the Irish Prison Service.
•
Designing and delivering offence focussed programmes.
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Introduction to the National Forensic Psychiatry Service.
•
Actuarial and clinical risk assessment.
•
Forensic psychology and the courts.
•
Writing forensic and medico-legal reports
•
Case study workshops.
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Teaching Format: The lecture format will include some opportunity for discussion and/or some small group work. In some cases, lecturers will utilise video clips. Case vignettes will be used for risk assessment exercises. Examples of forensic and medicolegal reports will be provided with identifying material removed for the purposes of familiarising trainees with the contents and layout of same. Schedule permitting, a field trip to a medium security committal prison will be arranged. Reading: Books Adler, J.R. (2004) Forensic Psychology: Concepts, Debates and Practice. Willan Publishing: Cullompton, Devon. (Main Library) Bartol, C.R. & Bartol, A.M. (2004) Introduction to Forensic Psychology. Sage: Thousand Oaks, CA. (Main Library) Cooke, D.J., Baldwin. P.A. & Howison, J. (1993) Psychology in Prisons. Routledge: London. Hollin, C.R (Ed.) (2004). The Essential Handbook of Offender Assessment and Treatment. Wiley: Chichester. (Main Library) Hollin, C.R (Ed.) (2000). Handbook of Offender Assessment and Treatment. Wiley: Chichester. (Main Library) Howitt, D. (2006). Introduction to Forensic and Criminal Psychology. Pearson: Harlow, Essex. (Main Library) Journals • • • • •
Criminal Behaviour and Mental Health Criminological and Legal Psychology Forensic Update; Issues in Forensic Psychology Journal of Forensic Practice Journal of Forensic Psychiatry
Assessment: The specific topics will not be formally examined, but an essay which addresses a conceptual issue within Forensic Clinical Psychology will form part of the assessment during this teaching block.
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Module: Research, Statistics and Computing Aims: To develop research skills and a scientific approach to formulating and studying problems in applied psychology. Learning Objectives: By the end of the module trainees should be able to: 1. recognise and explain a range of different research methods 2. describe and apply a variety of techniques in order to monitor and evaluate psychological interventions 3. Select appropriate techniques for quantitative and qualitative data analysis and explain their limitations or range of applicability 4. feel confident in using computer programs for quantitative data analysis and accessing databases. 5. assess and summarise the research published by others as an “intelligent consumer”. 6. design and specify a DPsychSc thesis, selecting appropriate methods for quantitative and /or qualitative analysis of the results. 7. carry out the relevant investigation and present a written D.Psych.Sc. dissertation. 8. complete two small–scale service orientated research projects, one quantitative and one qualitative, while on clinical placements. 9. show commitment to an empirical approach towards understanding humans problems or behaviour, and show readiness to link research to clinical practice. Overview of Content: • • • • • • • • • • • •
Basic statistics Measurement issues Experimental design Developing a thesis proposal Single case and small N experimental designs Qualitative methods Research methods review Interpretive phenomenological analysis (IPA) Developing a small-scale research project Service based research: policy and evaluation Power analysis Multivariate analysis Section 4 - 22 -
• • • • • • • • •
Regression analyses Statistics clinic Psychometric tests: theory and practice Basic SPSS Intermediate SPSS Advanced SPSS Endnote bibliography software Statistics revision Viva voce preparation
Teaching Format: Teaching on this module spans all three years. Formal classroom teaching will be used in addition to other formats such as: statistics ‘clinics’ and computer based teaching and practical sessions. Trainees will be required to analyze datasets relating to clinically relevant research studies using SPSS software. Reading: Books Coakes, S.J. (2005) SPSS version 12.0 for Windows – Analysis without Anguish. John Wiley & Sons (Australia): Milton, Queensland. (Main Library) Greene, J. & D’Oliveira, M. (2006) Learning to use Statistical Tests in Psychology. Open University Press: Maidenhead, England. (Main Library) Pallant, J. (2005) SPSS Survival Manual. Open University Press: Maidenhead, England. (Main Library) Shaughnessy, J., Zechmeister, E. & Zechmeister, J. (2006) Research Methods in Psychology. McGraw Hill: New York, NY. (Main Library) Assessment: The specific topics listed above will not be formally examined in isolation. Instead, trainees will be assessed on the basis of two submitted small scale research projects (Year 1 and Year 2) and one thesis (Year 3).
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Module: Advanced Topics
Note: It is expected that this Module will be subject to modification in accordance with trainee cohort requests. Therefore, the content of this Module will include elements from the list (Overview of Content) below in addition to other components as requested. Aims: To provide trainees with specialist training in advanced or novel clinical techniques and to acclimatise trainees to their post-training professional roles. Learning Objective: By the end of the module trainees should be able to: 1. demonstrate some familiarity with a variety of specialist psychotherapeutic approaches (e.g. CAT, IPT, DBT, Solution Focussed Therapy). 2. show an understanding of the structures and changes processes within the HSE and how these may impact upon the profession of clinical psychology. 3. prepare effectively for a job interview with the Public Appointments Service. 4. show ho to apply knowledge of racial, cultural and social issues to professional practice. Overview of Content: • • • • • • • • • •
Bereavement and loss Working in private practice Other approaches to psychotherapy Cognitive Analytical Therapy Training (CAT) Applying for jobs in the HSE using the Public Appointments Service Transitioning from trainee to qualified professional Planning & Implementing Health Promotion Programmes Narrative Therapy & Brief Solution Focused Therapy Cultural aspects Process issues
Section 4 - 24 -
Teaching Format: The lecture format will vary and may include some opportunity for discussion and/or some small group work. In some cases, lecturers will include video material and written clinical case vignettes to facilitate discussion and familiarisation with concepts. Role playing and practical exercises may be used to help trainees acquire skills where appropriates. Occasionally, arrangements will be made for trainees to attend clinical skills training workshops outwith NUI Galway. Reading: No reading material is specified for this Module. Individual lecturers will provide reading lists for topics where appropriate.
Assessment: The topics listed above will not be formally examined in isolation. Instead, Third Year trainees will present a report of clinical activity (RCA) in which they are required to reflect upon their professional development since the commencement of their training in clinical psychology.
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COURSE HANDBOOK
SECTION 5
CLINICAL PLACEMENTS
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Doctorate in Clinical Psychology CLINICAL PLACEMENTS
Definition of Required Experience Before graduating, psychologists in clinical training are expected to acquire the knowledge, skills and range of supervised clinical and organizational experience necessary for work as a basic grade psychologist in any area of clinical psychology in Ireland. Thus, they will be expected to be competent to work in a variety of settings, with clients of all ages and with a range of problems, with individuals, couples, families and groups, and in consultation with other professionals.
Duration of Placement Towards this end, psychologists in clinical training complete five 4.5-month clinical placements of at least 65 days in total. The number of days on placement should be clearly recorded to ensure that sufficient overall Programme time is spent in supervised clinical experience. The minimum requirement of 65 days clinical experience includes days for study and service required training (see below) but specifically excludes University teaching days, public holidays, annual leave and sick leave. Study days are provided to enable the Trainee to maintain their placement related learning and coursework (e.g. Reports of Clinical Activity). It is at the discretion of Supervisors whether or not study days can be taken off site (i.e. away from clinical placement location). Supervisors are entitled to set learning objectives for Trainees to complete during study days and can require Trainees to account for their study days. Learning objectives assigned for study days could include, but are not limited to, reading assignments or literature searches. It is a course requirement that Trainees complete a minimum of 60 direct clinical days while on clinical placement. A “direct” clinical day is a day in which a Trainee is engaged in supervised clinical work (e.g. seeing clients, liaising with other professionals, reviewing reports, test familiarisation, file research or other aspects of case management etc). Service required training (e.g. Breakaway, Children First) will also be considered as a direct clinical day. Section 5 - 1 -
Supervision Supervision may consist of informal discussion, observation of Trainee and/or Supervisor as well as the formal clinical supervision. The Trainee is expected to prepare appropriately for scheduled supervision, and to develop skill in using supervision effectively. The requirement of a minimum of 1 hour per week of formal, scheduled supervision should be met. Ideally the Trainee should have an additional two hours of informal supervision or Supervisor availability per week. The Trainee should have the opportunity for direct observation of the clinical work of the Supervisor during the placement. This should include work at different stages in the course of assessment and treatment, and both direct client work and consultation. The supervisor should also observe the Trainee in clinical work. The Trainee is expected to prepare the Report of Clinical Activity before the end of the placement, allowing sufficient time, before submission to the Course, for the Supervisor to read the report and provide limited feedback. In each placement Trainees will work under the supervision of experienced psychologists eligible for posts at senior grade. No more than two psychologists in clinical training will be supervised by a single Supervisor at any one time.
Caseload The Trainee should be the main/sole psychologist in a minimum of eight cases over the duration of the placement. The work would normally involve substantial input from the Trainee (e.g. extended neuropsychological assessments or where intervention follows on directly from clinical assessment and formulation undertaken by the Trainee). All referrals to the Trainee should be made through the Supervisor.
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Placement Plan •
Placement 1 is in child and adolescent clinical psychology. This placement provides opportunities for developing basic assessment and intervention skills with children and adolescents. It occurs in Year 1, and runs from earlyNovember to mid-March. A teaching block on child and adolescent clinical psychology, covering basic topics and skills, precedes this placement.
•
Placement 2 is in adult clinical psychology. This placement should provide opportunities for developing basic assessment and intervention skills with adults who have mental health problems. It occurs in Year 1 and runs from early May to midSeptember. A teaching block on adult clinical psychology precedes this placement.
• Placement 3 is in an intellectual disability service. This placement should provide opportunities for developing basic assessment and intervention skills with people who have intellectual disabilities. It occurs in Year 2 and runs from early November to mid-March and is preceded by an academic teaching block on intellectual disabilities. •
Placement 4 is in an older adult or advanced placement. Trainees may complete a placement dealing with assessment and intervention with older adults. It is highly desirable to complete an older adults placement but these are very scarce throughout the HSE at present. It is a requirement for BPS Chartership that trainees complete an older adults placement during the course of professional training. Alternatively, Trainees may do an advanced placement. Coursework and placement experience at this stage equips psychologists in clinical training to work in child, adolescent, adult, older adult, community or specialist services, so this placement may be in any of these areas. It occurs in Year 2 and runs from early May to midSeptember.
•
Placement 5 is an advanced placement. Coursework and placement experience at this stage equips postgraduates to work in child, adolescent, adult, older adult, intellectual disability, community or specialist services, so this placement may be in any of these areas. It occurs in Year 3 and can be on a part-time basis for the full year or on a full-time basis in the second half of Year 3 subject to the agreement of the sponsoring organisation. With the agreement of your sponsoring agency this placement could be conducted abroad.
The first placement should ideally be completed within the sponsoring agency, this has the advantage of helping postgraduates develop a sense of belonging to their sponsoring agency. However, this may not always be possible as placement availability may vary from time to time in a region.
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Minimum Core Experience Requirements. 1. Children and adolescents 2. Adults 3. People with intellectual disabilities Guidelines are provided for experience in Older Adult services. As this is not a mandatory placement, the experience is described in terms of “suggested” experience (Trainees may also wish to refer to BPS guidelines for more information).
Provisions for Extending the Duration of Training. Occasionally, a trainee may require the opportunity to extend the duration of training, for example, if a placement is considered to require an extension of time, if a placement must be repeated, or if the programme of training is interrupted due to illness or other factors of sufficient magnitude to require an extension of training. Where such factors occur, it is the policy of the programme to facilitate an extension of training. The implications of such an extension on pay and conditions during the period of extension should be discussed between the trainee and their sponsoring organisation. The course team will also, in some circumstances, consider the option of allowing a trainee to conduct the extension or additional placement during the time normally assigned to thesis work (first half of third year), however, this will be at the discretion of the course team.
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RECOMMENDED CORE EXPERIENCE IN CHILD AND ADOLESCENT CLINICAL PSYCHOLOGY It is appreciated that placements will vary in terms of available opportunities and learning experiences. Many placements will offer far more depth and breadth of experience than the recommended elements set out below. This paper seeks to outline only the major features of desirable core experience in Child and Adolescent Clinical Psychology.
Client Population The Supervisor should offer experience with male and female clients, throughout the child and adolescent age range, normally including pre-school, school-age and adolescence. There should be experience with the range of psychological problems normally seen within the service, and of using a variety of clinical approaches and techniques of assessment and intervention. The Trainee should have experience of working with families, and of working with other services and agencies e.g. schools and other educational services, and/or voluntary agencies (where appropriate). At least some of the work that the Trainee is involved in should take place in a setting other than the placement base, for example home or school, and involve working collaboratively with colleagues in other agencies. Where possible at least one case should involve co-working with another professional.
Experience and Skills The Trainee should have a basic grounding in, and be competent to conduct the assessment, formulation, treatment/intervention, evaluation and reporting of a range of problems in Child and Adolescent Clinical Psychology. The experience should include work with individuals, families, schools and/or other agencies. Where available the Trainee should have experience of group work, and/or systemic or organisational interventions. The Trainee should understand the organizational structure and context in which he/she works, and be familiar with reporting relationships and all policies and procedures relevant to the work being undertaken. There should be opportunities to develop awareness of the work of other professionals and colleagues in various settings.
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Trainees will be required to achieve competence in the following areas:• Listening skills • Interviewing and observational skills appropriate to the child’s developmental level • Creating a therapeutic environment • Empathic responding and building rapport • Assessment • Selection, administration and interpretation of psychological tests including IQ tests, and a range of other assessment instruments to supplement clinical observation skills, e.g. Child Behaviour Checklist, Connors Rating Scales and measures of anxiety, depression, self-esteem and so on. The Trainee is normally expected to demonstrate competence in both WPPSI and WISC administration and scoring as a core component of clinical competency. • Psychological problem formulation and awareness of alternative formulations • Intervention skills and the selection of appropriate, evidence-based treatment methods. • Written and Verbal reporting and communication skills Trainees will be required to develop:• Knowledge, understanding and critical appraisal of a least one well established theoretical framework. • An awareness of different therapeutic approaches.
Professional Issues The Trainee needs to develop knowledge of professional issues in accordance with service guidelines. This will include the keeping of proper case notes and records, the need for confidentiality and the limits of confidentiality, awareness of ethical matters, awareness of Health & Safety issues and clinical responsibilities The Trainee should be able to learn about channels of communication in the service setting, e.g. referral routes, and to become competent at oral and written reporting to referring agents and other relevant agencies. The Trainee needs to gain some knowledge of the planning and organisation of services through attendance of appropriate departmental and team meetings. The Trainee should demonstrate awareness of ethical and legal issues pertinent to work with children and adolescents. This includes familiarity with Child Protection guidelines and procedures.
Teaching and Training The Trainee should normally have experience of teaching/training of other staff or client groups (e.g. parent groups). Whether through formal or informal teaching, this should, where possible, be supervised and constructive feedback given.
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RECOMMENDED CORE EXPERIENCE IN ADULT CLINICAL PSYCHOLOGY It is appreciated that most placements will offer far more depth and breadth of experience than the recommended elements set out below, and that many other training opportunities are desirable in a placement. This paper seeks to outline only the major features of acceptable core experience in Adult clinical psychology.
Client Population Normally, the Supervisor should offer experience with male and female clients throughout the adult age range. Trainees should have supervised experience with a range of clinical approaches and techniques of assessment and intervention. There should be experience with people with a range of psychological problems of varying severity including acute and long-term problems. Where possible, Trainees should have experience of clients drawn from inpatient and outpatient populations. Trainees should have experience of working with at least one client with acute and one with chronic symptomatology.
Experience and Skills The Trainee should have a basic grounding in, and be competent to conduct the assessment, formulation, treatment/intervention, evaluation and reporting of problems in adult clinical psychology settings. Work may involve individuals, couples and/or group treatments.
Trainees will be required to achieve competence in the following areas:• • • • • •
• •
Listening skills Interviewing skills Creating a therapeutic environment Empathic responding and building rapport Self awareness and reflection Selection, administration and scoring of psychological tests including the WAIS III and a range of assessment instruments to supplement clinical observation skills, e.g. BDI-III and BAI etc. The Trainee is expected to demonstrate competence in WAIS III administration and interpretation as a core skill. Psychological problem formulation, awareness of alternative formulations and selection of appropriate, evidence-based treatment methods. Therapeutic intervention for a range of problems typically seen in adult clinical psychology settings (e.g. depression, anxiety etc.) Section 5 - 7 -
Trainees will be required to develop:• •
Knowledge, understanding and critical appraisal of a least one well established theoretical framework. An awareness of different therapeutic approaches.
Trainees should become familiar with the organisational structure of their placement setting as well as an awareness of the broader Health Service. This may include observation of, or direct participation in:• • •
Day Care Services In-patient Units Relevant Voluntary Agencies
There should be opportunities to develop awareness of the work of other professionals and colleagues in various setting (e.g. O.T., S.W., C.P.N., Primary Care Staff, and Ward Staff). Where such experience cannot be gained in a multidisciplinary team, special arrangements for Trainees to observe other professionals may need to be made.
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Professional Issues The Trainees need to develop knowledge of professional issues in accordance with service guidelines. This will include the keeping of proper case notes and records, the need for confidentiality and the limits of confidentiality, awareness of ethical matters, awareness of Health & Safety issues and clinical responsibilities The Trainee should be able to learn about channels of communication in the service setting, e.g. referral routes, and to become competent at oral and written reporting to referring agents and other relevant agencies. The Trainee needs to gain some knowledge of the planning and organisation of services through attendance of appropriate departmental and team meetings.
Teaching and Training The Trainee should have experience of teaching/training of other staff. Whether through formal or informal teaching, this should be supervised, with constructive feedback given.
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RECOMMENDED CORE EXPERIENCE IN INTELLECTUAL DISABILITY It is appreciated that most placements will offer far more depth and breadth of experience than the minimum requirements set out below, and that many other training opportunities are desirable in a placement. This section paper seeks to outline only the essential features of acceptable core experience in Learning Disability. Clinical Workload and Client Population Caseload guidelines referred to earlier in this section apply. Ideally, Trainees should have exposure to clients from a range of ages and a range of abilities. Cases should reflect the broad range of client presentations typically found within intellectual disability services. These should include clients drawn from at least two different developmental stages (child, adolescent, adult and older adult), and clients presenting with a range of severity in intellectual and associated disability, including at least one client with a mild learning disability, and one client with a severe/profound learning disability. Where placements occur in services for clients of a restricted age-range, efforts should be made to provide the Trainee with exposure to clients at differing developmental stages. The placement should offer experience with both male and female clients. Experience and Skills The Trainee should have a basic grounding in, and be competent to conduct assessment, formulation, treatment/intervention, evaluation, and reporting of problems typically encountered in services for people with an intellectual disability. The Trainee should have supervised experience with a range of clinical approaches and techniques of assessment and intervention. Clinical work should include direct work with clients, work with families and carers, and work with care staff. In addition the Trainee should have experience of collaborative work as part of a team of professionals involved with a particular client or clients. At minimum, the Trainee should have experience of conducting at least one each of the following: • • • • • •
Clinical interview with a client and his/her family or carers Formal assessment involving cognitive assessment and assessment of adaptive behaviour Functional analysis of problem behaviour Direct intervention with a client Indirect intervention through family, carers and or staff Systems based intervention
The Trainee should have familiarity with the range of services offered or supported by the hosting agency such as early intervention, residential provision, day services, Section 5 - 10 -
supported employment, special schools and vocational training services. The Trainee should be familiar with the host agency’s Abuse Guidelines and any statutory obligations in relation to suspected abuse of adults and children with intellectual disability. The Trainee will be required to achieve competence in the following areas:• Establishing rapport with individuals with an intellectual disability. This includes the ability to adjust the characteristics of his or her own communications to suit the needs of each individual client. • Interviewing skills with clients with an intellectual disability, their families and staff working with them. • Selection, administration and interpretation of psychological tests and measures appropriate to client needs. • Behavioural observation, data gathering, data analysis and interpretation • Psychological problem formulation, awareness of alternative formulations, and selection of appropriate, evidence-based treatment and intervention methods. • Direct and indirect intervention and consultancy with families and care staff • Report writing that is appropriate to the audience The Trainee will be required to develop:• Detailed knowledge, understanding and critical appraisal of a least one well established theoretical framework underpinning work with clients with an intellectual disability • An awareness of other prevalent theoretical models and interventions Professional Issues The Trainee needs to develop knowledge of professional issues in accordance with host service guidelines. This will include the keeping of proper case notes and records, the need for confidentiality and the limits of confidentiality, awareness of ethical matters, awareness of health and safety issues, and clinical responsibilities. The Trainee needs to become aware of the issues that surround the question of informed consent within the context of intellectual disability and show due sensitivity in his/her clinical practice. The Trainee should be able to learn about channels of communication in the service setting, e.g. referral routes, and to become competent at oral and written reporting to referring agents, multidisciplinary team colleagues, and other relevant agencies. The Trainee needs to gain some knowledge of the planning and organisation of services through attendance of appropriate departmental and team meetings. Trainees should become familiar with the organisational structure of their placement setting, as well as an awareness of the broader Health Service and how the hosting agency fits within this. Teaching and Training The Trainee should have experience of teaching/training other staff. This teaching should be monitored by the Supervisor, and constructive feedback given to the Trainee on the how this aspect of their practice might be improved.
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RECOMMENDED EXPERIENCE IN OLDER ADULTS Clinical Workload and Client Population Trainees should aim to gain experience working with male and female clients in the later stages of life – normally those 65 years and older, although sometimes younger clients are seen in Older Adult services (e.g. those with pre-senile dementia). There should be experience with people with a range of psychological problems of varying severity including acute and long-term problems. The trainee should aim to have experience working in a range of settings such as family and residential homes, hospitals and psychogeriatric settings. Experience and Skills Trainees should have supervised experience with a range of clinical approaches and techniques of assessment and intervention. The Trainee should have a basic grounding in, and be competent to conduct the assessment, formulation, treatment/intervention, evaluation and reporting of problems in older adult settings, developing an awareness of the specific issues arising in later life and adjusting one’s own methods and style of interacting accordingly. Work may involve individuals, couples and/or group treatments. Trainees should have experience in working with people who have a range of needs, some of which may relate to functional and organic conditions. For example, they may experience working with clients suffering from a dementia, anxiety states, depression, bereavement, behavioural disturbances, mobility problems, stroke, psychological reactions to illness, loneliness, isolation, and those with marital, sexual or family relationship problems. Trainees may also work with carers who are experiencing strain as a direct result of caring for someone with dementia. Where possible, the Trainee should have experience of working with other professions and agencies.
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RECOMMENDED EXPERIENCE IN ADVANCED PLACEMENTS Because of the wide range of placements in which Trainees might complete an advanced placement, it is not possible to be prescriptive about the specific experience that should be sought. However, some general guidelines may be helpful. Firstly, the primary purpose of an Advanced placement is: (1) To provide Trainees with an opportunity to work within a new, specialist area of practice in which they have not previously worked OR (2) To focus on development of a specific aspect of clinical practice. OR (3) To consolidate existing skills by working more independently than would have been the case earlier in training Within the Advanced placement, the amount and type of clinical work in which the Trainee partakes will depend on the nature of the placement itself – some placements will provide an opportunity for seeing high volumes of clients (for example, in a “drop-in” service), others may provide for long-term work with a small number of clients. The experience to be gained on placement should be informed by the typical workload of a recently qualified clinical psychologist in that service. Placement supervisors are in the best position to advise on realistic and achievable placement goals. The course team is happy to facilitate Trainees who wish to gain experience in specialized services. However, where Trainees express a wish to have a placement outside of their sponsoring agency’s region, the Trainee must gain approval to do so from the Principal Psychologist in the sponsoring agency.
Section 5 - 13 -
POLICY REGARDING THE CRITERIA FOR CONFIRMING COMPETENCE ON SELECTED PSYCHOMETRIC TESTS Trainees will have been introduced to the designated tests during the relevant teaching block and will have had the opportunity to practice administration of the tests with their peers. Further placement training will normally involve observation of an experienced practitioner using the test. The Trainee should then practise giving and scoring the test until s/he is proficient in its use. Supervisors should then satisfy themselves through direct observations that Trainees are competent in each of the following areas: Administration and Scoring 1. 2. 3. 4. 5. 6. 7.
That the test materials have been made ready before the client arrives. That the Trainee adequately develops rapport with the client before testing begins. That the various items/components of the test are given in the correct or accepted order. That responses are recorded accurately, clearly and in sufficient detail for an independent person who has not witnessed the administration to be able to score the test. That the test is administered smoothly so that the client is not disrupted by the process of its presentation. That responses are scored correctly and in accordance with the instructions in the test manual. That the results are calculated/transformed correctly using appropriate normative tables.
Interpretation Whilst it has been agreed that evaluation of competence in interpretation is seen as part of the Supervisor’s general task on placement and does not constitute part of the formal procedure, the following points should be kept in mind by Supervisors whilst monitoring Trainees' competence in test interpretation: 1.
That legitimate conclusions are formulated on the basis of the test results obtained.
2.
That the Trainee abstracts from his/her conclusions.
3.
That conclusions from the test are appropriately linked with other information about the client so that an opinion can be formulated.
4.
That appropriate action is recommended on the basis of the opinion.
Section 5 - 14 -
TEST COMPETENCE ADULT CLINICAL PSYCHOLOGY PLACEMENT 1.
Trainees are required to demonstrate competence on the following test: Current version of WAIS
2.
Confirmation of competence should be limited to administration and scoring only. Evaluation of competence in interpretation is seen as part of the Supervisor's general task on placement but is not taken into account at pass-outs.
4.
Advice has already been given, during the study blocks, on the importance of adhering to standardised administration in the use of psychometric tests. The reliability and validity of scores and derived quotients depend upon the appropriate standardised test administration. The place of flexibility in the testinterview has also been discussed: flexibility in conducting the interview in which the standardised test is administered is of course not incompatible with adherence to the standardised procedure.
5.
The assumption is made that when a Trainee has learnt these tests in the proper standardised way that these skills can be expected to transfer to other psychometric tests, with the same attention to detail and care in testing procedures.
Section 5 - 15 -
TEST COMPETENCE CHILD, FAMILY AND ADOLESCENT PLACEMENT 1.
Trainees are required to demonstrate competence on the following test: Current versions of WISC and WPPSI
2.
Confirmation of competence should be limited to administration and scoring only. Evaluation of competence in interpretation is seen as part of the Supervisor's general task on placement but is not taken into account at pass-outs.
4.
Advice has already been given, during the study blocks, on the importance of adhering to standardised administration in the use of psychometric tests. The reliability and validity of scores and derived quotients depend upon the appropriate standardised test administration. The place of flexibility in the testinterview has also been discussed: flexibility in conducting the interview in which the standardised test is administered is of course not incompatible with adherence to the standardised procedure.
5.
The assumption is made that when a Trainee has learnt these tests in the proper standardised way that these skills can be expected to transfer to other psychometric tests, with the same attention to detail and care in testing procedures.
Section 5 - 16 -
TRAINING COORDINATOR’S ROLE
For the three years of the Programme, each Trainee has a Training Coordinator allocated who will oversee their professional development. Trainees usually have the same Training Coordinator for the duration of the Programme, but occasionally a change of Training Coordinator may occur.
The main duties of Training Coordinators are listed below 1. Co-ordination of training programmes for individual Trainees throughout the Programme and monitoring development of clinical and professional skills. 2. Placement Reviews a. Initial, Mid-Placement and End of Placement contacts will be undertaken as appropriate to the needs of the Trainee. While most placement contacts will be undertaken by the Training Coordinator, from time to time these will be undertaken by another member of the Course Team b. The purpose of the placement review is to facilitate the monitoring and evaluation of: i. The Trainee’s progress and development whilst on placement. ii. The clinical experience provided. c. Placement reviews will be structured using the relevant Course Placement forms: i. Placement Contract form ii. Mid-Placement Review documents iii. Evaluation of Clinical Competence form iv. Placement Log Book v. Evaluation of Placement form d. Monitoring and evaluation of the clinical experience provided and the individual Trainee’s progress and development whilst on placement. Using the Placement Contract, Mid Placement Review Documents and Evaluation of Clinical Competence Form to guide discussion and provide formal documentation.
Section 5 - 17 -
e. Monitoring progress and as appropriate advising Supervisor and Trainee regarding Essays, Reports of Clinical Activity and Small Scale Research Projects. f. Facilitation of the relationship between Supervisor and Trainee, and troubleshooting difficulties. g. Ensuring Placement Agreements adequately address the needs of individual Trainees, for example with reference to skills deficits/experience deficits. 3. Academic Support a. At the request of the Trainee, and with regards to general workload and reasonable advance notice, the Training Coordinator will endeavour to read drafts of assignments from time to time. In any case, the level of support provided by the Training Coordinator in this regard will be greater at earlier stages in the training process and will reduce as the Trainee progresses. 4. Appraisal a. Attendance at Training Coordinators’ Meetings to provide regular feedback to the Programme Team regarding individual Trainees’ progress.
Section 5 - 18 -
MID PLACEMENT REVIEWS Introduction: Trainees and their Supervisors are normally visited by a Training Coordinator at the mid-point of the placement. In the case of split placements, a meeting will usually take place with both Supervisors present. Aims of the Mid Placement Evaluation: 1. To check on the Trainee’s progress 2. To review supervision arrangements 3. To identify possible problem areas and to propose remedial steps 4. To facilitate communication between Trainees, Supervisors and the Course Team. Pre-Review Preparation: If a Trainee or Supervisor thinks that there are serious difficulties with the placement, the Training Coordinator should be contacted at the earliest opportunity and should not wait for the Mid-Placement visit. The Trainee should have the following documents ready for the review: 1. Placement Contract 2. Placement Log Book 3. Trainees’s Mid-Placement Review Form The Supervisor should have the following document ready for the review: 1. Supervisor’s Mid-Placement Review Form Format of Review: Unless otherwise agreed, during the visit, the Training Coordinator meets with the Trainee alone, followed by the Supervisor alone and then all three parties meet together. The purpose of the individual meetings is to allow the trainee and the supervisor the opportunity to raise pertinent issues with the Training Coordinator that may require further discussion at the joint meeting. The purpose of the joint interview will be to: • Review the progress of the placement plan and agree any necessary amendments. • Address any issues raised in the course of the individual interviews. • A review of the Trainee’s progress with reference to the criteria specified in the Evaluation of Clinical Competence Form (Supervisor’s End of Placement Form). The Training Coordinator will place in the Trainee’s file a record of the meeting as per the Training Coordinator’s Placement Review Form. Section 5 - 19 -
END OF PLACEMENT REVIEW By the end of the placement the Supervisor should have completed the Evaluation of Clinical Competence Form (ECC). The Trainee completes an Evaluation of Placement Form (EPF) and has his/her Placement Log Book signed by his/her Supervisor. It follows that the emphasis of the final supervision session should be a dialogue between the Trainee and Supervisor, taking the opportunity to review the placement as a whole, identifying strengths and learning objectives for future placements. It is usual for the Training Coordinator, Trainee and the Supervisor to meet for an end of placement meeting. Where there are difficulties, or possible failure, this is obligatory. The purpose of the meeting is to review the completed evaluation forms by the trainee and supervisor and to identify goals for subsequent placements. IMPORTANT NOTE: It is the Trainee’s responsibility to ensure that all required placement forms are forwarded to the Course Secretary.
Section 5 - 20 -
COURSE HANDBOOK
SECTION 6
CLINICAL PLACEMENT FORMS
Section 6 - 0 -
NUI, Galway D. Psych. Sc. Placement Contract 1. PLACEMENT DETAILS Name of Trainee:
Name of Supervisor:
Location of Placement
Type of Placement
From:
To:
From:
To:
Proposed Placement Dates
Proposed Trainee Leave Dates
Days of the week on Placement
Days on Study Leave
Proposed total number of Days on Placement
Section 6 - 1 -
2. OVERALL AIMS OF PLACEMENT Please describe Key Goals:
3. INDUCTION AND ORIENTATION ARRANGEMENTS
4. PROPOSED CLINICAL EXPERIENCE (A) CLIENT GROUP Range/Type of Client Presentation
Age Range of Clients
Approximate Number of Clients/Caseload
Other
Section 6 - 2 -
(b) PROPOSED ASSESSMENT EXPERIENCE Major categories of Assessment e.g. Diagnostic, Behavioural, Ecological
Main Methods of Assessment: e.g. Interviewing, Testing/Measurement, Observation
Other
(c) PROPOSED INTERVENTION/TREATMENT EXPERIENCE/THERAPY Unit: individual, family, group, service
Direct or indirect work
Theoretical Models (e.g. Cognitive, Behavioural, CBT, systemic, psychodynamic, client-centred, Gestalt, other)
Section 6 - 3 -
Multidisciplinary involvement
5. ORGANISATIONAL AND COMMUNICATION SKILLS (1) Attendance at meetings:
(2) Team Work/Participation:
(3) Written Reports:
Section 6 - 4 -
6. OBSERVATION AND SUPERVISION ARRANGEMENTS Scheduled Supervision
Informal Availability
Trainee observation of Supervisor
Supervisor observation of Trainee
Other considerations
7. PLACEMENT RECORDS/REQUIREMENTS e.g. Log Book, Case Studies, Research projects
8. PROPOSED EXPERIENCE IN TRAINING AND TEACHING OTHERS
Section 6 - 5 -
9. PROPOSED OPPORTUNITIES TO PARTICIPATE IN TRAINING EVENTS
10. PROPOSED RESEARCH EXPERIENCE Service based research/other
11. ANY SPECIFIC ETHICAL ISSUES/PROCEDURES
12. DATE/VENUE OF MID-PLACEMENT REVIEW
Signature of Supervisor:
Signature of Trainee:
Signature of Training Coordinator:
Date:
Section 6 - 6 -
Doctorate in Clinical Psychology Training Programme Department of Psychology, NUI, Galway Trainee’s Mid-Placement Review Form (This form is to be completed by the trainee, and discussed at the Mid-Placement Review Meeting) Trainee
Supervisor
A. PLACEMENT EXPERIENCE 1. How far has the placement plan been fulfilled to date?
2. Have you any comments on the type and quantity of work (e.g. the number of cases), or suggestions for modifying the plan?
B. SUPERVISOR - TRAINEE RELATIONSHIP 1. How far have supervisor - trainee arrangements proved satisfactory and have you any requests, comments or suggestions in the following or other areas? (a) Opportunities to observe your supervisor working as a clinical psychologist.
(b) Being observed by your supervisor (direct, through mirror or taped, frequency).
Section 6 - 7 -
(c) Supervision time available to you.
(d) Other
2. Please note your comments, suggestions and requests on: (a) the level of performance and degree of independence expected of you.
(b) the feedback given on your performance.
C. TRAINEE GOALS AND AIMS 1. Do you feel you are on track in relation to your training goals for this placement?
2. Do you wish to suggest any modifications to your goals and aims?
Signed Trainee _______________________________________________________________ Supervisor ____________________________________________________________ Training Coordinator ____________________________________________________ Date _________________________________________________________________
Section 6 - 8 -
Doctorate in Clinical Psychology Training Programme Department of Psychology, NUI, Galway Supervisor’s Mid-Placement Review Form (To be completed by the supervisor, and discussed at the Mid-Placement Review Meeting) Supervisor
Trainee
A. PLACEMENT EXPERIENCE 1. How far has the placement experience plan been fulfilled to date, and what parts of the plan have still to be fulfilled?
2. Should the placement plan be modified in any way?
B. SUPERVISOR - TRAINEE RELATIONSHIP Have the arrangements for observation, supervision and communication between you and the trainee proved satisfactory?
Section 6 - 9 -
THE TRAINEE In reviewing the trainee’s progress to date it would be helpful if the supervisor bore in mind the categories in which the trainee’s performance will be rated at the end of placement (see Evaluation of Clinical Competence Form). 1. What strengths has the trainee shown in terms of: (a) generic skills in clinical psychology
(b) knowledge and skills specific to the placement:
2.What areas in particular does the trainee need to focus on for the rest of the placement? (Please indicate if any of these areas are giving cause for concern).
4. Is the trainee’s logbook up to date?
Signed Trainee _________________________________________________________ Supervisor _______________________________________________________ Training Coordinator _______________________________________________ Date _____________________________________________________________
Section 6 - 10 -
Doctorate in Clinical Psychology Training Programme Department of Psychology, NUI, Galway Coordinator’s Mid-Placement Review Checklist
TRAINEE NAME ……………………… SUPERVISOR …………………………. PLACEMENT …………………………… DATE OF MPR ………………………… 1.
At least one-hour formal supervision every week plus more time available for informal supervision (at least 3 hours in total).
2.
Time available in supervision to discuss personal issues evoked by placement
3.
That observation of trainee by supervisor is occurring e.g. joint interviews, direct observation of trainee assessments and interventions, audio tape observation and formal case consultation meetings.
4.
That trainee is able to observe supervisor
5.
All clinical reports written by the trainee to be co-signed by the supervisor.
6.
Accept referrals only from the supervisor.
7.
Small Scale Research Project Is it appropriate? Is it on schedule? Who is supervising it?
8.
Report of Clinical Activity
Section 6 - 11 -
Is it appropriate ? Is it on schedule? 9.
Review of Trainee’s Log Book: up to date?
10.
Required test competence.
11.
Teaching psychology to other staff groups or to lay people.
12.
Private Study and Research time.
13.
Arrangement for continuation of supervision when Supervisor is not available (e.g. sickness or annual leave)?
14.
Administrative arrangements for placements are clear.
15.
Office space available?
16.
Annual leave arrangements discussed and agreed with Supervisor and Training Coordinator. (No more than three weeks annual leave per placement except in the case of 12 month placements).
17.
Relevant Health & Safety Policies available for trainees to peruse.
18.
If applicable, Honorary Contract attached to placement agreement.
19.
other (e.g. Professional issues, confidentiality issues, dress, hours of work).
20.
Any other comments
Section 6 - 12 -
2.2
Issues arising from supervisor feedback ISSUES:
ACTION:
2.3
Issues arising from trainee feedback ISSUES:
ACTION:
2.4
COMMENTS
Date arranged for Final Placement Review Meeting: ________________________ Signed: Training Coordinator: __________________________________________
Section 6 - 13 -
Doctorate in Clinical Psychology (D.Psych.Sc.) Department of Psychology, NUI, Galway Evaluation of Clinical Competence Form (ECC) Trainee's name
......................................................................................
Supervisor's name
......................................................................................
Description of placement
......................................................................................
Dates of placement
......................................................................................
Number of days on placement ...................................................................................... To be completed by the supervisor for each trainee on placement. This form should be filled in prior to the end of placement meeting and discussed with the trainee so that it can form the basis of discussion at that meeting. Following the meeting the supervisor may wish to amend the form. The supervisor will evaluate the trainee’s clinical competence under the following headings so as to provide a rounded view of his/her strengths and weaknesses bearing in mind the stage of training. The supervisor is required to give an overall rating for the trainee in terms of “satisfactory” or “unsatisfactory”. In addition the supervisor should rate the trainee’s competence in each section from “far below expected level” to “far exceeds expected level”. These ratings are considered by the Board of Examiners who decide whether a placement has been passed or not. The responsibility and final decision for passing or failing a trainee lies with the D.Psych.Sc. programme and Board of Examiners. Supervisors are also requested to comment on the adequacy of the experience that was available and the trainee’s future needs in terms of skills development and gaps in experience. Further guidance on the use of this form is available from the Course Team. Overall, considering the Trainee’s stage of training, I would rate the Trainee’s performance on this placement as: Please circle below as appropriate:
Satisfactory
Unsatisfactory
Section 6 - 14 -
SECTION A - INTERVIEWING AND OBSERVATIONAL SKILLS As supervisor have you observed this aspect of the trainee’s functioning? (YES or NO) Please consider the trainee's competence in relation to their: • • • •
Ability to establish an appropriate relationship with clients and their carers / relations Ability to establish an appropriate atmosphere for interviews Ability to obtain relevant information, record and summarise accurately Ability to self monitor and reflect on own interviewing and observational skills
While on this placement, the trainee's performance: ; (Please tick appropriate box) exceeded the far exceeded the level expected at level expected at this stage this stage
at the level expected at this stage
Comments
Section 6 - 15 -
below the level expected at this stage
far below the level expected at this stage
SECTION B - ASSESSMENT As supervisor have you observed this aspect of the trainee’s functioning? (YES or NO) Please consider the trainee's competence in relation to: • • • • •
Selection of appropriate assessment techniques Administration of assessment techniques Ability to discriminate observed evidence from inference Analysis and evaluation of results Communication of assessment results, written and verbal reporting
While on this placement, the trainee's performance: ; (Please tick appropriate box) exceeded the far exceeded the level expected at level expected at this stage this stage
at the level expected at this stage
Comments
Section 6 - 16 -
below the level expected at this stage
far below the level expected at this stage
SECTION C - FORMULATION AND REFORMULATION As supervisor have you observed this aspect of the trainee’s functioning? (YES or NO) Please consider the trainees competence in relation to: • • •
Ability to integrate and interpret information from a range of sources Ability to describe the problem within a theoretical psychological framework to arrive at a formulation Ability to evaluate and review formulation in the light of subsequent evidence and re-formulate accordingly.
While on this placement, the trainee's performance: ; (Please tick appropriate box) exceeded the far exceeded the level expected at level expected at this stage this stage
at the level expected at this stage
Comments
Section 6 - 17 -
below the level expected at this stage
far below the level expected at this stage
SECTION D - INTERVENTION SKILLS As supervisor have you observed this aspect of the trainee’s functioning? (YES or NO) Please consider the trainee's competence in relation to: • • • • •
Ability to make an action plan which is clearly derived from the formulation. Ability to adapt treatment approach and goals according to the needs of the client Ability to carry out the treatment plan effectively Knowledge of major therapeutic techniques relevant to the placement and understanding of their theoretical and empirical background, shortcomings and strengths Ability to monitor and evaluate effects of treatment and make appropriate modifications
While on this placement, the trainee's performance: ; (Please tick appropriate box) exceeded the far exceeded the level expected at level expected at this stage this stage
at the level expected at this stage
Comments
Section 6 - 18 -
below the level expected at this stage
far below the level expected at this stage
SECTION E - COMMUNICATION As supervisor have you observed this aspect of the trainee’s functioning? (YES or NO) Please consider the trainee's competence in relation to: • •
Ability to give clear, comprehensive and relevant verbal reports Ability to give clear, comprehensive, accurate and relevant written reports devoid of careless mistakes and the need for correction
While on this placement, the trainee's performance: ; (Please tick appropriate box) far exceeded the exceeded the level expected at level expected at this stage this stage
at the level expected at this stage
Comments
Section 6 - 19 -
below the level expected at this stage
far below the level expected at this stage
SECTION F – TEACHING SKILLS As supervisor have you observed this aspect of the trainee’s functioning? (YES or NO) Please consider the trainee's competence in relation to: • Ability to plan and prepare with an understanding of the aims of teaching and anticipate audience needs in terms of content and detail • Can present material in a clear and interesting way avoiding jargon and with appropriate use of handouts and A/V aids • Deal appropriately with questions and feedback While on this placement, the trainee's performance: ; (Please tick appropriate box) exceeded the far exceeded the level expected at level expected at this stage this stage
at the level expected at this stage
Comments
Section 6 - 20 -
below the level expected at this stage
far below the level expected at this stage
SECTION G - PROFESSIONAL AND ETHICAL BEHAVIOUR As supervisor have you ‘observed’ this aspect of the trainee’s functioning? (YES or NO) Please consider the trainee's competence in relation to: • • • • • • • • •
Awareness of issues of client confidentiality and consent Ability to be administratively efficient (including appropriate care of client information) and punctual Ability to handle a reasonable workload without prompting or pressure from supervisor Ability to carry out work promptly and without errors or unnecessary delay Ability to contribute and offer suggestions, to be constructively critical Sensitivity to needs and expectations of clients, handles difficulties in these relationships constructively Ability to get on with other staff members and sensitive to their role and function Sensitivity to issues of ethnicity, gender and disability Awareness of and adherence to PSI professional guidelines and placement organisation guidelines
While on this placement, the trainee's performance: ; (Please tick appropriate box) exceeded the far exceeded the level expected at level expected at this stage this stage
at the level expected at this stage
Comments
Section 6 - 21 -
below the level expected at this stage
far below the level expected at this stage
SECTION H – ORGANISATIONAL UNDERSTANDING As supervisor have you ‘observed’ this aspect of the trainee’s functioning? (YES or NO) Please consider the trainee's competence in relation to: • • •
Understanding of organisation of clinical unit including points of decision making and channels of communication, roles and functioning of key staff Ability to work effectively within the organisation and engage in coordinated activities in relation to clients and problems, and tolerate frustration when not able to secure staff agreement Understanding of national organisations (Dept of H&C, PSI)) in relation to issues arising from the placement
While on this placement, the trainee's performance: ; (Please tick appropriate box) exceeded the far exceeded the level expected at level expected at this stage this stage
at the level expected at this stage
Comments
Section 6 - 22 -
below the level expected at this stage
far below the level expected at this stage
SECTION I - SELF DEVELOPMENT As supervisor have you ‘observed’ this aspect of the trainee’s functioning? (YES or NO) Please consider the trainee's competence in relation to: • • • • •
Ability to develop and maintain personal and social qualities which enable the individual to fulfil effectively their professional roles, including interpersonal skills and the management of personal stress Ability to use supervision effectively and be reflective about their own clinical practice Ability to work effectively without close supervision. Awareness of when to consult supervisor and appropriate judgement of level of independent work Awareness of limits of their own competence and awareness of own feelings and prejudices in relation to clinical work Consistent engagement in professional development
While on this placement, the trainee's performance: ; (Please tick appropriate box) far exceeded the exceeded the level expected at level expected at this stage this stage
at the level expected at this stage
Comments
Section 6 - 23 -
below the level expected at this stage
far below the level expected at this stage
GENERAL COMMENTS Specify any outstanding assets and any particular problems or limitations. Identify any areas for further professional development. Also, mention any special aspect of this placement which is relevant to evaluation of the trainee’s functioning and competence:
Trainee's comments on supervisor’s feedback:-
Section 6 - 24 -
FINAL PLACEMENT REVIEW MEETING Overall comments arising from Placement Review:-
Supervisor
__________________________________________
Trainee
__________________________________________
Training Coordinator
__________________________________________
Date
__________________________________________
Section 6 - 25 -
Doctorate in Clinical Psychology Training Programme Department of Psychology, NUI, Galway TRAINEE’S EVALUATION OF PLACEMENT FORM (EPF)
Trainee’s Name: ___________________________________________ Supervisor’s Name: __________________________________ Placement Type: ___________________________________________ Dates of Placement: _________________________________________ Number of Days:____________________________________________ (Use the initial placement contract/placement goals and logbook as the basis for this evaluation). 1. Please indicate any special circumstances that prevailed (e.g. illness, split placement)
2. FULFILMENT OF THE GOALS Bearing in mind the length of the placement, did you have sufficient opportunity to do the following? Please mention any specific bonuses or problems. a. To work in the range of settings that commonly occur in this type of placement and to understand how the service operates.
Section 6 - 26 -
b. To see the range of clients and problems that commonly occur in this type of service.
c. To practice the assessment and intervention procedures that were included in the initial placement agreement
d. To work or communicate with staff in other disciplines
e. To attend meetings and staff team activities included in the initial agreement
f. To carry out the educational activities included in the initial agreement
Section 6 - 27 -
3. LEARNING AND SUPERVISION a. How was supervision organised? (Availability, regularity, informal, on time, disruptions, cover arrangements, structured vs. unstructured, (in) direct observation of/ by supervisor)
b. How useful was the supervision you received at this point in your training? (Observations of and by supervisor, help with clinical work, emphasis on scientist practitioner model, giving and receiving feedback, help with professional issues and opportunity for reflection on self development)
c. Identify any areas of your work practice that you consider will need particular attention from future supervisors?
Section 6 - 28 -
d. What were the physical conditions of placement? (Accommodation, secretarial support, travelling)
e. The strengths of placement for me have been: 1.
2.
3.
Section 6 - 29 -
f. The main limitations of the placement have been: 1.
2.
3.
I have discussed the contents of this evaluation with the supervisor(s) Signed: __________________________________(Trainee) I have discussed the contents of this evaluation with the trainee Signed: __________________________________(Supervisor)
Section 6 - 30 -
PLACEMENT LOG BOOK
How to use the Log Book: 1.
Keep a 'running tally' of progress; don't wait until the end of the placement to fill in details. Ensure client identity is kept secure (e.g. use initials, a number or some other code).
2.
Details may be entered in the Log Book via computer, but it is equally acceptable to fill in the sheets in block capitals using BLACK INK.
3.
Take the Log Book to supervision sessions to review progress with goals.
4.
The sections of the Log are not always mutually exclusive. This will help you to fill in the Log Book:
5.
4.1
Example 1: You might see a client and enter this under the section on individual work with clients AND THEN you might also decide to write your report of clinical activity on this same person. Enter this data into the section on individual work and also the section on the report of clinical activity. Mark in the table on individual activity that this client is ALSO reported later in the Log. Mark in the section on the clinical report that this client is also entered in the section on individual work.
4.2
Example 2: As part of your research you may investigate the effects of therapy in a group. This would then be reported under the section on group work, and also under the section on research. For both entries ensure that you state clearly that this work appears elsewhere in the Log Book state where in each case.
The Log Book should be completed by the candidate by the end of placement deadline and handed in with the completed ECC and EPF forms. On completion the Log Book should be signed by the supervisor and candidate and agreed as a correct record of the experience on placement. 6.
Note: The External Examiner may request to see Log Books
Section 6 - 31 -
Doctorate in Clinical Psychology Training Programme DEPARTMENT OF PSYCHOLOGY, NUI, GALWAY
PLACEMENT LOG BOOK Please complete this page using block capitals: Trainee's Name:
...................................................................
Supervisor Name(s): (including psychologists who have provided additional input)
...................................................................
Dates of Placement:
...................................................................
Type of Placement:
...................................................................
Address of Placement:
................................................................... ................................................................... ...................................................................
Number of Days on placement:
...................................................................
Number of Days annual leave:
...................................................................
Number of Days sick leave:
...................................................................
Trainee's signature:
...................................................................
Date:
...................................................................
Supervisor's signature:
...................................................................
Date:
...................................................................
Section 6 - 32 -
PLACEMENT GOALS 1.
A written statement of placement goals should be agreed within two weeks of the start of a placement. These goals should then be reviewed halfway through the placement and amended if necessary in the light of the Placement Log.
2.
General details of dates, places, study time, supervision (when and where), leave and time of review should be agreed.
3.
Placement goals should be as specific as possible, for example, with respect to amount of time, numbers, range of activities etc. They might include: a)
experience with defined client group or problem types
b)
range and types of assessment methods
c)
range of treatment approaches
d)
experience of multi-disciplinary working
e)
required reading
f)
organisational / management activities, meetings, visits, courses to be attended
g)
teaching
h)
research
This list is not exhaustive, nor is it intended that all these types of experience will be provided as this will be determined by the local characteristics of placement, supervisor and trainee.
Section 6 - 33 -
SECTION I
LOG ALL WORK DONE DURING THE PLACEMENT UNDER THE APPROPRIATE HEADINGS
NOTE THESE FORMS ARE SPECIMENS ONLY - SIZE OF FORMS AND SPACING OF SECTIONS SHOULD BE ADAPTED AS NECESSARY
Section 6 - 34 -
1.
Settings in which trainee has worked (give brief description of units, clinics etc., where clinical work has been carried out)
2.
Summary of patients/clients seen No. of in-patients
No. of Age Range out-patients
Direct involvement with individuals/couples for assessment only Direct involvement with individuals/couples for assessment and intervention Work with families
Work with groups
Work with direct care staff
Section 6 - 35 -
Male/Female ratio
3.
Method of observation (e.g. live, video tape, audio tape)
Assessment
Number of sessions Intervention/Therapy
Trainee observing Supervisor Supervisor observing Trainee
Section 6 - 36 -
Other
4. SEX
Observation of Supervisor's Cases AGE REFERRED FOR INITIAL ASSESSMENT (including method)
NATURE OF INTERVENTION
TOTAL HOURS OBSERVATION
EVALUATION/ OUTCOME
(Section 6) 37
5.
Joint and Independent Work Please indicate in the first column whether the work was Independent (mark with I) or Joint (mark with J) [and Observed by the Supervisor (mark with O).]
5.1 Individuals/Couples I/ SEX AGE REFERRED FOR J/ O
INITIAL ASSESSMENT (including method)
BRIEF DESCRIPTION OF INTERVENTION (e.g. therapeutic model, methods)
TOTAL EVALUATION/ HOURS OUTCOME (face to face)
(Section 6) 38
5.2 I/ J/ O
Families Please note the sex and age of all members of the family seen. SEX AGE REFERRED FOR INITIAL ASSESSMENT BRIEF DESCRIPTION OF (including method) INTERVENTION (e.g. therapeutic model, methods)
TOTAL EVALUATION/ HOURS OUTCOME (face to face)
(Section 6) 39
5.3 Groups I/ SEX AGE REFERRED FOR J/ O
INITIAL ASSESSMENT (including method)
BRIEF DESCRIPTION OF INTERVENTION (e.g. therapeutic model, methods)
TOTAL EVALUATION/ HOURS OUTCOME (face to face)
(Section 6) 40
5.4 I/ J/ O
Indirect work with clients (through staff) SEX AGE REFERRED FOR
INITIAL ASSESSMENT (including method)
BRIEF DESCRIPTION OF INTERVENTION (e.g. therapeutic model, methods)
TOTAL EVALUATION/ HOURS OUTCOME (face to face)
(Section 6) 41
TEACHING Outline each experience of teaching indicating what, to whom, how organised, the extent of your role and its success or otherwise.
OTHER ORGANISATION/STAFF WORK (e.g. staff support group) Outline each piece of work, indicating the extent of your role and evaluation/outcome:
RESEARCH TOPIC Title:
................................................................... ................................................................... ...................................................................
Total sample size:
...................................................................
Type of research design: (e.g. survey/small n/etc)
...................................................................
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Outline of any other research you were involved with:
CLINICAL REPORT: Client's presenting problem:
................................................................... ................................................................... ...................................................................
MEETINGS, VISITS, OBSERVATIONS Outline briefly each experience and the extent of your involvement:
COURSES AND TRAINING EVENTS ATTENDED AS PART OF PLACEMENT Please list and outline each one:
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OTHER
GAPS IN PLACEMENT EXPERIENCE Please identify any important omissions from the placement particularly types of experience that were included in the placement goals but did not occur.
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COURSE HANDBOOK
SECTION 7
ASSESSMENT PROCESS
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NUI GALWAY CLINICAL PSYCHOLOGY TRAINING PROGRAMME
DOCTOR OF PSYCHOLOGICAL SCIENCE Assessment Procedures: Marks and Standards 1.
Overview
1.1
The aim of these Procedures is to describe the process for evaluating academic, research and clinical competence. For administrative purposes, the components are referred to as Part 1, Part II and Part III examinations. Part 1 consists of the all of the academic assignments completed as part of the course (essays, small scale research projects, journal article and reports of clinical activity). Part II refers to the research thesis, also referred to as Large Scale Research Project. Unless exempted from any assessment under University Regulations, candidates will be required to demonstrate their competence in academic, research and clinical work by submitting fourteen written assignments during the course of the three years. These will consist of: • • • • •
Five Essays (one from each of adult, child, intellectual disability, and two from older adult and/or specialist areas) Five Reports of Clinical Activity (RCA) (one from each of adult, child, intellectual disability, one from older adults or advanced area and one selfreflective RCA). Two Small Scale Research Projects (SSRP): one quantitative service based research project, one qualitative service based research project. One Report of Large Scale Research Project (LSRP). One journal article based on the LSRP
Part III consists of material relating directly to the clinical competence of the trainee and includes all placement documentation (evaluation of clinical competence forms and log books) held by the Course Administrator for scrutiny by the external examiner(s). Note: It is the trainee’s responsibility to ensure that all Evaluation of Clinical Competence (ECC) forms and signed logbooks are provided for inclusion in his/her Course file.
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1.2
Candidates will be required to choose topics from the various academic assignments which, between them, cover a range of types of problem or procedures. For example, as part of core experience with adults, a candidate may choose to write an essay on depression and prepare an RCA on individual or group treatment of anxious patients. In addition, candidates will be required to conduct two SSRPs linked to different areas of core experience. Across all types of work, the trainees must demonstrate awareness of, and competence in, professional and ethical issues and practice. ACADEMIC PERFORMANCE
2.1.1 This will be assessed by the submission of assessed Programme work (an Essay) in each of the core areas of experience required by the Programme: child and adolescent psychological problems; adult psychological problems; intellectual disabilities and two from older adults and/or advanced areas. 2.1.2 The essay must be between 3,500 and 4,000 words excluding the reference list and appendices. Essays must focus on the academic foundations and professional practice of clinical psychology. Candidates will be expected to demonstrate knowledge in any or all of the following: the prevalence and incidence of the problem; psychological theories about aetiology, vulnerability and maintenance; experimental investigation of the processes underlying the problem; evidence on the efficacy of treatments; and the implications of each of these for clinical and professional practice. A word count for each Essay must be included on the cover of the Essay. 2.1.3 Candidates will be given the title of the essay by the course team or will select the topic of each Essay from a list prepared by the Course Team. 2.1.5
The format of the Essays must follow the presentation style of the latest edition of the American Psychological Association Publication Manual.
2.1.7 Essays which exceed the word limit by more than 10% or do not follow the prescribed presentation style will normally result in a reduced grade for that piece of work.
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CLINICAL COMPETENCE 2.2.1 This will be assessed in the following ways: • The submission of five RCAs, with one in each of the three core areas of clinical work plus one older adults or advanced topic and one self-reflective RCA. • The evaluation of clinical competence by the candidate’s clinical supervisor using the form prescribed for this purpose • The candidate’s placement Log Book. 2.2.2
Reports of Clinical Activity (RCA)
2.2.2.1 Five RCAs are required. These must be selected to demonstrate the candidate's clinical competence. They must cover a wide age range, types of problem and clinical procedures and must include cases involving direct work with individual clients or groups of clients. Evidence of knowledge of more than one psychological model is required. The structure will vary with type of report, (e.g. detailed assessment only; group work, individual therapy, family work, indirect work with carers; service development; consultancy). One RCA must be presented from each core area of supervised experience namely: adult, child, intellectual disability and older adults or advanced placement. In addition, a self-reflective RCA encompassing the broad range of clinical experiences trainees have experienced over the course of their training must be submitted before the last Friday in July in their final year of training. 2.2.2.2 It is not appropriate to include material in the RCA that has been submitted for another examination. Published work may be included when the candidate is sole author or, in the case of multiple authorship, when the candidate's responsibility is clearly specified. In such cases the candidate must have taken the primary responsibility. Work undertaken jointly with another trainee clinical psychologist or in which the candidate took a subsidiary role must not be submitted. In all cases it must be made absolutely clear which procedures were carried out by the candidate and which by the collaborator, although candidates will be expected to take responsibility for the whole of what is submitted. 2.2.2.3 The RCAs submitted must enable the Examining Board to have a clear idea of the problems to which they refer and of the ways in which they were tackled. Examiners will be looking for a systematic approach to the problem which integrates theory with practice and addresses the issue of outcome. The Examiners will attach particular importance to the application of psychological knowledge in the formulation of the problem and the candidate's demonstrated ability to evaluate clinical work critically and to learn from it. 2.2.2.4
RCAs must be structured in accordance with the latest guidance provided by the Programme and contained in the Course Handbook.
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2.2.2.5 Each RCA must include in an appendix copies of any relevant letters or official reports written by the candidate. It must be noted that report writing as a professional communication skill will also be assessed. Information identifying clients, other professionals and institutions must be removed. RCAs which contain identifying material will be returned to the Candidate and cannot be formally assessed until such information is removed. 2.2.2.6 The RCAs submitted may vary in length. However individual RCAs must not exceed 4,000 words (excluding the reference list and appendices). The RCA must be able to be read without frequent reference to the appendices. A word count for each RCA must be included on the cover of the RCA. 2.2.2.7 The RCA must be preceded by an abstract of not more than 200 words which must include the type of report, (e.g. individual or group therapy, assessment, indirect work with carers) and client group (e.g. adult, child). 2.2.2.8 The RCA must follow the presentation style of the latest edition of the American Psychological Association Publication Manual. 2.2.2.9
Three copies of each RCA must be submitted to the Examining Board at the date set by the Examining Board.
2.2.2.10 An RCA which exceeds the word limit by more than 10% or does not follow the prescribed presentation style will normally result in a reduced grade for that piece of work. 2.2.3
Evaluation of Clinical Competence Form
The Evaluation of Clinical Competence Form(s) specified by the Programme must be completed near the end of the placement. The trainee must complete the section on the accuracy of the supervisor's evaluation on the relevant form. The trainee and supervisor must complete and sign the relevant sections, and the forms must be returned by the date agreed with the Programme. 2.2.4 Log Books The Log Book must be completed by the candidate by the end of a placement. On completion, the Log Book must be signed by the supervisor and candidate and agreed as a correct record of the experience on placement. If the experience with a particular client group is gained on more than one placement, then either all relevant Log Books or a single Log Book, in which all experience with a particular client group is recorded across placements, must be submitted. Important: The signed Log Book must be sent to the Course Secretary at the end of the placement!
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RESEARCH COMPETENCE Small Scale Research Projects (SSRP) 2.3.1 Two SSRPs are required. Each SSRP can be linked to any approved area of clinical experience. Proposed projects should be approved by your Training Coordinator. 2.3.2 The aims of SSRPs are two-fold: i) to provide candidates with experience of completing pieces of service-related research within a clinical context, and ii) to foster the development of research awareness and skills. 2.3.3 In contrast to the LSRP, the SSRPs need not be of an explicitly psychological nature, i.e. they need not be investigations of psychological phenomena. They must, however, address problems of relevance to the practice of clinical psychology. 2.3.4
The projects are intended to be small in scale. One SSRP will focus on a quantitative service based research project and the second on a qualitative service based research project. It is envisioned that the SSRPs, when taken in conjunction with the LSRP, will demonstrate a range of research expertise and experience. Examples of potential projects include the following: • • • •
2.3.5
A single case experiment A small-scale survey e.g. consumer satisfaction survey An analysis of data routinely collected by a service A small piece of qualitative research.
The format and style of presentation of the SSRPs must reflect the purpose of the project and the intended readership. For example, a report of a service evaluation should be in a form suitable to communicate the findings to a multi-disciplinary group of colleagues with limited research expertise. The presentation should normally include the following elements: • • • •
An introduction to the problem with reference to relevant literature and clear statement of specific questions being addressed. An account of the sample and methods used in the study and of the practical work undertaken. A clear presentation of the results of the study. Emphasis is placed on the clear presentation of findings. A discussion of the research findings in the context of the specific problem addressed, together with recommendations for service provision and future research.
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2.3.6 Each SSRP report must not exceed 3,000 words excluding the reference list and appendices. The report must be able to be read without frequent reference to the appendices. A word count for each SSRP must be included on the cover of the SSRP. 2.3.7 Each report must be preceded by an Abstract of not more than 200 words. Where appropriate, a copy of the relevant Ethics application form including the letter of approval must be appended but not included in the word count. Candidates must give careful consideration to ethical issues raised by the research which they undertake and must adhere to PSI Code of Professional Ethics (2000). 2.3.8 The format of the report must follow the presentation style of the latest edition of the American Psychological Association Publication Manual. 2.3.9 Three copies of each report must be handed in by the dates set by the Examining Board. 2.3.10 An SSRP which exceeds the word limit by 10% or does not follow the prescribed presentation style will normally result in a reduced grade for that piece of work. 2.4
Assessment of Part I Components
2.4.1
Essays, RCAs and SSRPs will be marked by up to two internal assessors. The External Examiner(s) will validate the internal marking of these. The External Examiner may mark all or an agreed proportion of the work himself/herself. The guiding principle is that the External Examiner must have enough evidence to determine that the internal marking is of an appropriate standard and is consistent. The External Examiner will normally see any work which has failed or is a borderline fail and assignments with discrepant marking.
3.
Part II: Large Scale Research Project (LSRP)/Research Thesis
3.1
This Research project must consist of an investigation with human participants and be of clinical relevance. It represents a more substantial piece of work than the SSRP. The LSRP must not exceed 30,000 words excluding the reference list and appendices, and 40,000 words including the reference list and appendices.
3.2
Candidates must give careful consideration to ethical issues raised by the research which they undertake and must adhere to the PSI Code of Professional Ethics (2000).
3.3
Research design, execution, analysis and interpretation must be of a high standard and appropriate to the research problem. Candidates must be able to justify them at the oral examination.
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3.4
Presentation of Thesis
3.4.1
Candidates will present a thesis which reports the results of the LSRP undertaken during the period of research. The report must include investigative work, the results of which can be judged to constitute a substantial contribution to knowledge, and should afford evidence of originality either by the discovery of new facts or by the exercise of independent critical power. The candidate must be able to demonstrate in what respect his or her work appears to him or her to advance knowledge or practice in clinical psychology.
3.4.2
The format of the LSRP must be in accordance with the Programme Guidelines. The LSRP should be written as a formal research report. The suggested order of authorship for LSRPs submitted for publication is as follows: trainee, clinical supervisor, coordinator of training.
3.4.3 The work must not have been submitted in fulfilment of the requirements of any other examination. 3.4.4
In order to allow for the examination to be completed a candidate is permitted to submit the thesis six months before the expiry of the approved period of study. Hence a candidate pursuing a three-year period of study may submit two and a half years from the date of registration. However, the normal requirement will be for candidates to submit their theses at the end of May in their final year.
3.4.5 The thesis must be submitted in accordance with the current National University of Ireland, Galway Regulations for the Degree of DPsychSc. 3.5
Examination of Thesis
3.5.1
The thesis will be examined in accordance with the current Regulations for the Degree of DPsychSc. As published by the Examinations Office of the National University of Ireland, Galway (www.nuigalway.ie/exams/).
3.5.2 The internal examiner must not be the candidate's research supervisor.
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Marks and Standards Doctor of Psychological Science (Clinical Psychology) This is a three year programme encompassing academic, clinical and research components. Each of the three years of the programme is assigned 90 ECTs. Assessment is through mandatory coursework, and evaluation of clinical competence on supervised clinical placements. Year 1
ECTS/MARKS
Theoretical and Professional Issues in Adult Mental Health Theoretical and Professional issues in Child and Adolescent Mental Health Research Methods Applied Clinical Theory 1 Clinical Practice 1 Applied Clinical Theory 11 Clinical Practice 11
15 150 15 150 20 200 10 100 10 100 10 100 10 100
Year 2 Theoretical and Professional Issues in Disability Issues in Psychology of Older Adults and Neuropsychology Research Methods Applied Clinical Theory 111 Clinical Practice 111 Applied Clinical Theory 1V Clinical Practice IV
15 150 15 150 20 200 10 100 10 100 10 100 10 100
Year 3 Theoretical and Professional Issues in Specialist Areas Research Methods & Thesis Applied Clinical Theory V Clinical Practice V
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15 150 55 550 10 100 10 100
Examination Assessment is through mandatory coursework and evaluation of clinical competence on supervised clinical placements. Mandatory course work requirements involve: •
Five Essays (one from each of Theoretical and Professional Issues modules, and one from the module Issues in Psychology of Older Adults and Neuropsychology).
•
Five Reports of Clinical Activity (RCA) (one from each of the Applied Clinical Theory modules in Year One and Two and, one from the Applied Clinical Theory module in year 3.
•
Two Small Scale Research Projects (SSRP): one quantitative service based research project, one qualitative service based research project. These are from the Research Methods modules in Year One and Year Two.
•
One Report of Large Scale Research Project/Thesis (LSRP) from the Research Methods & Thesis module in Year Three.
•
One journal article based on the LSRP from the Research Methods and Thesis module in Year Three.
In addition to assessed coursework, trainees are required to satisfactorily complete five supervised clinical placements over the duration of the course. A placement is required in the each of the Clinical Practice modules in Years One and Two and Three. These clinical placements are assessed in two grades: PASS/FAIL. For each placement this judgment is based on the report of the Placement Supervisor, taking into account the overall progress of the trainee on the programme and any exceptional or mitigating circumstances pertaining to that placement. All required placements must be passed in order for the candidate to be deemed to have passed overall. In exceptional circumstances where a placement has been failed, the candidate may be allowed to repeat or extend the placement in an attempt to meet the placement requirements. Mark Standard Pass: 50% or above Fail: 49% or below Each piece of coursework will be graded Pass/Fail and the overall degree award will be Pass/Fail. Progression A student will be allowed to progress Year on Year, carrying forward an incomplete or failed module, but only within the overall rules of failure and re-submission set out below.
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Failure and Re-submission 1. Written assignments other than LSRP and Journal Article In the event that a failure rating is given to an assignment the following procedure for resubmission will be followed: The candidate will be required either to rewrite the assignment or to present new material for assessment by a specified date. Such new material must be on a topic from the same core area. Only one re-submission is permitted per assignment. The candidate will not be allowed to continue with the Programme if he or she fails more than one assignment in any given year of the programme (either first submissions or resubmissions). 2 Placements Except under exceptional circumstances, the candidate will not be allowed to continue with the Programme if more than one placement is failed. 3. LSRP and Journal Article The LSRP and Journal article will be graded Pass/Fail. Awarding of Master’s Degree Where a candidate achieves a Pass Grade in all assessed course work and successfully passes all clinical placements, other than the Large Scale Research Project (LSRP), but fails to achieve a satisfactory standard in the LSRP, then the Examining Board may award the degree of M. Psych Sc (Clin Spec). This qualification reflects the candidate’s clinical competence while acknowledging that their research falls below the standard of a practitioner doctorate. The provisions of this paragraph will not apply to candidates entering the programme from September 2005.
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Guidelines for Assessment of Reports of Clinical Activity GENERAL PRESENTATION: • General writing style, appropriate proportion between sections. STRUCTURE: • Does the structure follow the structure proposed in the Assessment Procedures? 1. Brief background statement 2. Initial assessment 3. Initial formulation 4. Action plan 5. Implementation of action plan 6. Outcome 7. Discussion (including theoretical, professional and ethical issues) THEORETICAL: • Was the theoretical basis for the formulation / intervention clear in the Report? COHERENCE: • Was the Report clear and plausible? REFERENCES: • Comprehensive? • Appropriate referencing style?
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Guidelines for Marking Case Studies (Excellent) The case study is analytical rather than merely descriptive and includes all sections laid down in the guidelines. The trainee clearly has an excellent grasp of the material, uses a wide range of literature and shows an awareness of how clinical and academic knowledge can be interpreted in the specific case. The case study has a strong structure; arguments are developed coherently and clearly substantiated. The writing is lucid and confident. (Good) The case study has many of the qualities of the first class case study and must certainly contain a good deal of analytical material. It differs from a first class case study in showing few signs of original thinking, less depth of analysis and a good but not excellent range of analysis. The structure is clear and arguments well developed and substantiated. There may be one or two misunderstandings of material, or lapses in a clear structure, but this is compensated for by other strengths. (Satisfactory) The balance here is towards description rather than analysis of a case. The range of material used is restricted but relevant. There is little evidence of appreciation of wider issues in discussing the case. The structure and data analysis may at times be quite weak but discernible. Writing is sometimes clumsy, sometimes suggests that issues have not been clearly grasped. Overall, the case study does not suggest complete confidence in the material and arguments. There will probably be some misunderstandings or omissions of material. (Marginal Pass) This case study does not really provide evidence that the trainee has worked at interpreting theory and practice, although some of the material used is relevant. Very little attempt at analysis. Evidence that some of the issues have been misunderstood, but there is sufficient evidence of some grasp of the issues to merit a pass. (Marginal Fail) The case study does not provide evidence that trainee has worked efficiently, a number of issues have been misunderstood and there is insufficient evidence to merit a pass. (Clear Fail) Very little evidence of effective clinical work and much irrelevant material. Evidence that trainee has seriously misunderstood the issues raised by the case or approaches it in a very restricted way with much important material omitted. These deficiencies are not ameliorated by strength in other aspects of the case study.
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Guidelines for Assessment of Essays GENERAL PRESENTATION: e.g., general writing style, attention to referencing, grammar, subheadings, appropriate length. STRUCTURE: 1. Is there a logical sequence, a well planned structure? 2. Does the essay directly answer the question? 3. Is the reader 'guided through' the essay in an appropriate way? 4. Is the proportion of space devoted to description of studies (as opposed to development of argument and general discussion) appropriate? 5. Is there appropriate discussion of Professional and Ethical issues? LITERATURE: 1. Is the literature cited up-to-date and appropriate to the essay? 2. Is there sufficient depth/breadth of coverage of material? 3. Is the literature cited integrated into a discussion / argument? 4. Is there evidence of critical thinking in appraising relevant literature? COHERENCE: 1. Is there clarity of definition of the issue(s) addressed and clarity of the ideas presented? 2. Is the general argument coherent and plausible? 3. Is there evidence of critical analysis and synthesis of ideas? 4. Are clinical implications addressed?
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Guidelines for Marking Essays (Excellent) The answer is predominantly analytical rather than descriptive and rarely if ever strays from the question; trainee clearly has an excellent grasp of the material, uses a wide range of literature and shows an awareness of how the central issues of the question relate to wider concerns. The answer has a strong structure; arguments are developed coherently and clearly substantiated. The writing is lucid and confident. (Good) The answer has many of the qualities of the first class answer and must certainly contain a good deal of analytical material. It differs from a first class answer in showing few signs of original thinking, less depth of analysis and a good but not excellent range of analysis. The structure is clear and arguments well developed and substantiated. There may be one or two misunderstandings of material, or lapses in a clear structure, but this is compensated for by other strengths. (Satisfactory) The balance here is towards description rather than analysis. The range of material used is restricted but relevant. There is little evidence of appreciation of wider issues raised by the question. The structure may at time be quite weak but discernible. Writing is sometimes clumsy, sometimes suggests that issues have not been clearly grasped. Overall, the answer does not suggest complete confidence in the material and arguments. There will probably be some misunderstandings of the material. (Marginal Pass) This answer does not really provide an answer to the question although some of the material used is relevant. Very little attempt at analysis. Evidence that some of the issues have been misunderstood, but there is sufficient evidence of some grasp of the issues and some attempt to answer the question to merit a pass. (Marginal Fail) This answer does not answer the question, although some relevant material is used. A number of issues are misunderstood. There is insufficient evidence to merit a pass. (Bad Fail) Very little attempt to answer the question and much irrelevant material. Evidence that trainee has seriously misunderstood the issues raised by the question or approaches it in a very restricted way with much important material omitted. These deficiencies are not ameliorated by strength in other aspects of the answer. (Fail)
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Guidelines for Assessment of Small Scale Research Projects GENERAL PRESENTATION e.g. general writing style, appropriate length INTRODUCTION 1. Is it clear what specific questions are being addressed? 2. Is the literature cited up-to-date and appropriate to the topic? 3. Is there sufficient depth / breadth of coverage? METHOD 1. Are the sample and research materials described clearly? 2. Is the research design clear? RESULTS 1. Are the findings presented clearly (with appropriate use of tables and figures)? DISCUSSION 1. Are the findings related clearly to the specific questions raised in the Introduction? 2. Is there appropriate consideration of issues related to service provision and future research? 3. Is there appropriate discussion of professional and ethical issues?
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Guidelines for Marking Small Scale Research Projects (Excellent) The project is analytical rather than descriptive and rarely if ever strays from the point; trainee clearly has an excellent grasp of the material, uses a wide range of literature and shows an awareness of how the central issues of the project relate to wider concerns. The project has a strong structure; arguments are developed coherently and clearly substantiated. The data analysis is appropriate and accurate. The writing is lucid and confident. (Good) The project has many of the qualities of the first class project and must certainly contain a good deal of analytical material. It differs from a first class project in showing few signs of original thinking, less depth of analysis and a good but not excellent range of analysis. The data analysis is appropriate and accurate. The structure is clear and arguments well developed and substantiated. There may be one or two misunderstandings of material, or lapses in a clear structure, but this is compensated for by other strengths. (Satisfactory) The balance here is towards description rather than analysis. The range of material used is restricted but relevant. There is little evidence of appreciation of wider issues raised by the project. The structure and data analysis may at times be quite weak but discernible. Writing is sometimes clumsy, sometimes suggests that issues have not been clearly grasped. Overall, the project does not suggest complete confidence in the material and arguments. There will probably be some misunderstandings of the material. (Marginal Pass) This project does not really provide an answer to a research question although some of the material used is relevant. Very little attempt at analysis and/or data analysis may be weak. Evidence that some of the issues have been misunderstood, but there is sufficient evidence of some grasp of the issues to merit a pass. (Marginal Fail) The project does not answer a research question, analysis is weak and a number of issues have been misunderstood. There is insufficient evidence to merit a pass. (Clear Fail) Very little attempt to answer the research question and much irrelevant material. Evidence that trainee has seriously misunderstood the issues raised by the research or approaches it in a very restricted way with much important material omitted. Data analysis is very poor. These deficiencies are not ameliorated by strength in other aspects of the project.
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DOCTOR OF PSYCHOLOGICAL SCIENCE Guidelines for Assessment of Thesis
The thesis is the single largest piece of work submitted for the DPsychSc (Clinical Psychology), with an ECTS weight of 55/270, or 20% of the total programme. The thesis is graded as Pass (>50%) or Fail (50%) Pass with minor revisions - mainly typographical, stylistic, or other minor edits. Reviewed by Internal Examiner only. Must be resubmitted within one month. Pass with stated minor revisions - specified but circumscribed revisions which may include, for example, significant typographical editing, methodological clarification, additional minor data analysis, or additional conceptual elaboration. Reviewed by intern examiner only. Must be resubmitted within two months. Refer - major revisions required - Substantial deficiencies or weaknesses identified requiring major revisions - may include major editing and correcting, the insertion of substantial amounts of additional information, collection of additional data, additional data analysis, or radical reinterpretation of the findings of the study. The thesis must be re-examined by the extern and the intern. The examiners may also require that the candidate sit a second viva examination. Must be resubmitted within twelve months. Fail - outright fail where the examiners believe the thesis contains such serious flaws or deficiencies that revision and resubmission are not considered viable. (
